Introduction: Prelingually deaf children can restore auditory and speech detection throughcochlear implant (CI). Although these devices provide documented benefits, children with CIsexhibit variability in vocabulary outcomes and a possible gap in language acquisition,compared with their typical hearing (TH) peers. Contextual factors such as musicalengagement and exposure could help to support language and communication developmentin children with CIs. Moreover, there is much evidence in the literature that positive outcomesin language development and well-being are associated with engagement in parent-childmusical activities in all children, with and without special needs. This study explores theeffects on children’s vocabulary and gestures of an online music programme targeted attoddlers with CIs and their mothers. Method: Eleven toddlers with CIs (Mage=14.2 months,SD=7.35) (CI-T group) participated in the study. The programme lasted three months,beginning at three months after CI activation (T1) and ending at six months after CI activation(T2). Activities focused on different musical elements (rhythm, pitch and melody). The CI-Tgroup was compared with a sample of eleven toddlers with CIs (Mage=13.8 months,SD=3.11) and their mothers who did not participate in the study (CI-C group). All motherscompleted the short form of Words and Gestures of the MacArthur-Bates CommunicativeDevelopment Inventories (MB-CDI). The children’s vocabulary and gestures before T1 and T2were considered. Results: On average, we observed improvements at T2 for both groups forall the variables considered. Non-parametric analyses show significant improvements for theCI-T group in receptive (p < .01) and expressive (p < .03) vocabulary, but not for the CI-Cgroup. Conclusions: An interactive parent-child music programme could support children with CIs’ vocabulary during the first months after CIs’ activation. Additional data with a sample oftypical hearing children could clarify specific effects on language and communication outcomes.
AN ONLINE PARENT-CHILD MUSIC PROGRAM COULD SUPPORT LANGUAGE ACQUISITION IN TODDLERS WITH COCHLEAR IMPLANTS: PRELIMINARY FINDINGS ON VOCABULARY AND GESTURES
Michela Santangelo;Elena Florit;Marinella Majorano
2024-01-01
Abstract
Introduction: Prelingually deaf children can restore auditory and speech detection throughcochlear implant (CI). Although these devices provide documented benefits, children with CIsexhibit variability in vocabulary outcomes and a possible gap in language acquisition,compared with their typical hearing (TH) peers. Contextual factors such as musicalengagement and exposure could help to support language and communication developmentin children with CIs. Moreover, there is much evidence in the literature that positive outcomesin language development and well-being are associated with engagement in parent-childmusical activities in all children, with and without special needs. This study explores theeffects on children’s vocabulary and gestures of an online music programme targeted attoddlers with CIs and their mothers. Method: Eleven toddlers with CIs (Mage=14.2 months,SD=7.35) (CI-T group) participated in the study. The programme lasted three months,beginning at three months after CI activation (T1) and ending at six months after CI activation(T2). Activities focused on different musical elements (rhythm, pitch and melody). The CI-Tgroup was compared with a sample of eleven toddlers with CIs (Mage=13.8 months,SD=3.11) and their mothers who did not participate in the study (CI-C group). All motherscompleted the short form of Words and Gestures of the MacArthur-Bates CommunicativeDevelopment Inventories (MB-CDI). The children’s vocabulary and gestures before T1 and T2were considered. Results: On average, we observed improvements at T2 for both groups forall the variables considered. Non-parametric analyses show significant improvements for theCI-T group in receptive (p < .01) and expressive (p < .03) vocabulary, but not for the CI-Cgroup. Conclusions: An interactive parent-child music programme could support children with CIs’ vocabulary during the first months after CIs’ activation. Additional data with a sample oftypical hearing children could clarify specific effects on language and communication outcomes.
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