| Abstrakt: |
Cochlear implants (CIs) are a well-established treatment for severe to profound hearing loss, particularly in young children. The success of CIs is influenced by various factors, including the age of implantation and the quality and duration of post-operative rehabilitation, such as Auditory Verbal Therapy (AVT). AVT plays a crucial role in developing listening and spoken language skills in children with CIs. However, the impact of AVT duration on long-term outcomes remains unclear. This study aimed to investigate the impact of AVT duration on the long-term auditory and speech outcomes of children who received CIs between 9 and 12 months of age. Specifically, we compared the outcomes of children who received AVT for one year, one and a half years, and two years after implantation. This descriptive cohort study included 45 children diagnosed with severe to profound hearing loss who received unilateral CIs and completed at least one year of AVT. Participants were divided into three groups based on AVT duration (Group A: 1 year, Group B: 1.5 years, Group C: 2 years). Their auditory perception, speech intelligibility, receptive and expressive language, and speech production skills were assessed using standardized tests five years post-implantation.. Children who received AVT for two years (Group C) demonstrated significantly better outcomes in auditory perception and speech intelligibility compared to those who received AVT for one year (Group A). Group C also exhibited higher scores in expressive language and speech production, while both groups achieved similar results in receptive language. These findings suggest a positive correlation between AVT duration and long-term language and speech development. Early cochlear implantation, coupled with continuous AVT for at least two years, significantly enhances auditory and speech abilities in children with severe to profound hearing loss. This study underscores the importance of extended AVT duration to maximize the long-term benefits of cochlear implants and enable children to reach their full communication potential. [ABSTRACT FROM AUTHOR] |
Full text from SpringerLink