Introduction: Prelingually deaf children can restore auditory and speech detection through cochlear implant (CI). Although these devices provide documented benefits, children with CIs exhibit variability in vocabulary outcomes and a possible gap in language acquisition, compared with their typical hearing (TH) peers. Contextual factors such as musical engagement and exposure could help to support language and communication development in children with CIs. Moreover, there is much evidence in the literature that positive outcomes in language development and well-being are associated with engagement in parent-child musical activities in all children, with and without special needs. This study explores the effects on children’s vocabulary and gestures of an online music programme targeted at toddlers 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-T group 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 mothers completed the short form of Words and Gestures of the MacArthur-Bates Communicative Development Inventories (MB-CDI). The children’s vocabulary and gestures before T1 and T2 were considered. Results: On average, we observed improvements at T2 for both groups for all the variables considered. Non-parametric analyses show significant improvements for the CI-T group in receptive (p < .01) and expressive (p < .03) vocabulary, but not for the CI-C group. 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 of typical hearing children could clarify specific effects on language and communication outcomes.
The relationship between participation in an online parent-child music program and communication development in toddlers with cochlear implants (CIs).
Michela Santangelo;Irene Redondi;Marinella Majorano
2024-01-01
Abstract
Introduction: Prelingually deaf children can restore auditory and speech detection through cochlear implant (CI). Although these devices provide documented benefits, children with CIs exhibit variability in vocabulary outcomes and a possible gap in language acquisition, compared with their typical hearing (TH) peers. Contextual factors such as musical engagement and exposure could help to support language and communication development in children with CIs. Moreover, there is much evidence in the literature that positive outcomes in language development and well-being are associated with engagement in parent-child musical activities in all children, with and without special needs. This study explores the effects on children’s vocabulary and gestures of an online music programme targeted at toddlers 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-T group 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 mothers completed the short form of Words and Gestures of the MacArthur-Bates Communicative Development Inventories (MB-CDI). The children’s vocabulary and gestures before T1 and T2 were considered. Results: On average, we observed improvements at T2 for both groups for all the variables considered. Non-parametric analyses show significant improvements for the CI-T group in receptive (p < .01) and expressive (p < .03) vocabulary, but not for the CI-C group. 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 of typical hearing children could clarify specific effects on language and communication outcomes.
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