P W Dawson1, G M Clark. 1. Australian Bionic Ear and Hearing Research Institute, East Melbourne, Australia.
Abstract
OBJECTIVE: The aim was to determine whether the ability to use place-coded vowel formant information could be improved after training in a group of congenitally deafened patients, who showed limited speech perception ability after cochlear implant use ranging from 1 yr 8 mo to 6 yr 11 mo. A further aim was to investigate the relationship between electrode position difference limens and vowel recognition. DESIGN: Three children, one adolescent, and one young adult were assessed with synthesized versions of the words/hid, head, had, hud, hod, hood/containing three formants and with a natural version of these words as well as with a 12-alternative, closed-set task containing monosyllabic words. The change in performance during a nontraining period was compared to the change in performance after 10 training sessions. RESULTS: After training, two children showed significant gains on a number of tests and improvements were consistent with their electrode discrimination ability. Difference limens ranged from one to three electrodes for these patients as well as for two other patients who showed minimal to no improvements. The minimal gains shown by the final patient could be partly explained by poorer apical electrode position difference limen. CONCLUSIONS: Significant gains in vowel perception occurred post-training on several assessments for two of the children. This suggests the need for children to continue to have aural rehabilitation for a substantial period after implantation. Minimal improvements, however, occurred for the remaining patients. With the exception of one patient, their poorer performance was not associated with poorer electrode discrimination.
OBJECTIVE: The aim was to determine whether the ability to use place-coded vowel formant information could be improved after training in a group of congenitally deafened patients, who showed limited speech perception ability after cochlear implant use ranging from 1 yr 8 mo to 6 yr 11 mo. A further aim was to investigate the relationship between electrode position difference limens and vowel recognition. DESIGN: Three children, one adolescent, and one young adult were assessed with synthesized versions of the words/hid, head, had, hud, hod, hood/containing three formants and with a natural version of these words as well as with a 12-alternative, closed-set task containing monosyllabic words. The change in performance during a nontraining period was compared to the change in performance after 10 training sessions. RESULTS: After training, two children showed significant gains on a number of tests and improvements were consistent with their electrode discrimination ability. Difference limens ranged from one to three electrodes for these patients as well as for two other patients who showed minimal to no improvements. The minimal gains shown by the final patient could be partly explained by poorer apical electrode position difference limen. CONCLUSIONS: Significant gains in vowel perception occurred post-training on several assessments for two of the children. This suggests the need for children to continue to have aural rehabilitation for a substantial period after implantation. Minimal improvements, however, occurred for the remaining patients. With the exception of one patient, their poorer performance was not associated with poorer electrode discrimination.