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Pediatric Aural Rehabilitation Following Cochlear Implantation

970 words - 4 pages

When a hearing loss is detected in a child, an array of reactions may follow. If the parents or guardian decide the appropriate route for their child is a cochlear implant, they must be made aware of the commitment and motivation necessary for the aural rehabilitation process. It is vital for the family, and even the child (dependent on age), understand that undergoing a cochlear implant will not automatically fix or restore the hearing loss. Cochlear implants are just the beginning of a long, yet hopefully rewarding journey that involves the child, his/her caregivers, and the entire health care team, as well as any individual who comes into contact with this child. Everyone in the child’s ...view middle of the document...

However, if the child is indeed implanted at an early age, s/he will grow up in a world rich with speech and other auditory experiences, and have the chance to develop similarly to a child with normal hearing. Nonetheless, the impressive results, of children who get cochlear implants early on, are highly dependent upon family interaction.
Cruz, DesJardin, Marker, and Quittner tested various facilitative language systems in children opting for cochlear implants. After the children were implanted, they were taught to decipher certain sounds from their parents and they had additional intervention later on. The overall findings revealed that after the implantation, these children’s speech detection, speech perception, and verbal skills, all improved. The authors demonstrated that much of this advancement is due to early implantation and the child’s family life. Once a child is implanted, the most essential next step is to flood him/her with speech sounds. The more exposed the child is to speech, the more likely s/he will develop orally. The cochlear implant is a limited technology and it is up to the family to fill in the rest. This point is well illustrated in the article, which explains that such interventions, “are based on the social interactionist theory of language development, which postulates that young children learn language in the context of their daily experiences and particularly through interaction with their caregivers and family” (Cruz, DesJardin, Marker, Quittner, 2013). Interestingly, this family input is very much related to the child’s socioeconomic class. The child is more likely to have the advantage of being engulfed in language in their daily life, when they are raised in a family of higher income and education.
Both qualitative and quantitative methods were employed in this study to assess aural rehabilitation. One qualitative approach was the Facilitative Language Techniques (FLT) and plays a significant role in rehabilitation for children who receive cochlear implants priot to turning two. Whereas, MLU and word types were used to attain a numeric observation of the aural rehabilitation...

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