SpeechPathology.com Phone: 800-242-5183


Progressus Therapy

Cochlear Implants: Fundamentals, Facts, and Findings

Cochlear Implants: Fundamentals, Facts, and Findings
Dorothy A. Kelly, CCC, Dorothy Kelly
March 2, 2009
Share:

Note: This article will be peer-reviewed for ASHA CEUs. If you are interested in receiving ASHA CEUs, be sure to check back.

Introduction

Cochlear implantation is a relatively new option for treating children with severe hearing impairment. Because of Universal Newborn Hearing Screening (UNHS; National Institutes of Health, 1993) and earlier implantation (12 months of age), deaf infants and toddlers can now "hear" more effectively during the most sensitive stages of language development. Cochlear implants (CIs) are electronic devices, containing a current source and electrode array, that when implanted into the cochlea, provide electrical stimulation to functioning auditory nerve fibers (Wilson, 2000). CIs increase hearing sensitivity in persons who would benefit minimally from hearing aids. These surgically implanted devices circumvent dysfunctional receptor cells in the cochlea and provide direct electrical stimulation to the eighth cranial nerve or auditory nerve (Ertmer, 2005).

Traditionally, hearing aids (HAs) have served many persons with mild, moderate, and even severe hearing losses adequately. However, HAs usually do not provide access to speech at conversation levels for those persons with profound losses (over 90 dB hearing levels). Hearing aids may be analog or digital and amplify the acoustic signal. Because CIs produce an electrical signal that bypasses damaged receptor cells to stimulate the auditory nerve directly, they facilitate greater sensitivity across a wide range of frequencies (approximately from 250 to 7000 Hz). Typically, persons with profound sensorineural hearing loss do not hear high frequency sounds, including the higher frequency sounds within the speech range (approximately 300 to 3500 Hz).

Today's CIs, when implanted early, provide an opportunity for users to lead full, productive lives within the hearing world, should they choose to do so. For those adolescents and adults whose hearing loss was acquired after development of speech and language skills (i.e., post-lingual) may also profit from CIs because the structure and form of speech, phonology, and language have already been experienced and embedded in the auditory cortex. This article provides fundamental informationincluding new technology, candidacy issues, communication options, assessment options, intervention strategies, and a review of research concerning cochlear implants.

About Cochlear Implants

Cochlear implants became commercially available in 1972 when Dr. William F. House and colleagues produced the first single-channel wearable implant for daily use. The first adult recipient indicated improved hearing for a variety of sounds (Ertmer, 2005). Contem


dorothy a kelly

Dorothy A. Kelly, CCC


Dorothy Kelly



Related Courses

Language Therapy via Telepractice: Imagine the Possibilities
Presented by Melissa Jakubowitz, MA, CCC-SLP, BCS-CL
Video
Course: #9306Level: Intermediate1 Hour
This course will discuss the provision of evidence-based language therapy services via telepractice to children from birth through high school. A brief overview of the current literature will be provided, along with a more in-depth look at using evidence-based practices in a telepractice setting. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).

Tele-AAC with Adults with Developmental Disabilities
Presented by Rebecca Eisenberg, MS, CCC-SLP
Video
Course: #9574Level: Intermediate1 Hour
This course explores teletherapy for adults with developmental disabilities (DD) who are users of augmentative/alternative communication (AAC). Topics discussed include funding, quick essentials of teletherapy, and language modeling, as well as age-appropriate non-digital materials and free/paid digital materials that work well for adults with DD.

We Are Our Memories: Supporting Autobiographical Memory and Personal Narratives in Children
Presented by Tiffany Hutchins, PhD, Ashley Brien, MS, CCC-SLP
Video
Course: #9341Level: Advanced1 Hour
This is Part 4 of the five-part series, Personal Narratives Across Diverse Cultures. This course will (1) explain the development and importance of autobiographical memory, (2) describe how autobiographical memory is related to social cognition and personal narrative discourse, (3) describe how autobiographical memory is impacted in children with autism spectrum disorders (ASD), attention deficit-hyperactivity disorder (ADHD), hearing loss, and childhood trauma, and (4) identify strategies to support the development of autobiographical memory in these populations. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).

DIRFloortime®: Beyond Playing on the Floor
Presented by Joleen R. Fernald, PhD, CCC-SLP, BCS-CL
Video
Course: #9642Level: Advanced4 Hours
The DIRFloortime® framework can be used not only with children with autism, but with a wide variety of ages and diagnoses. This 4-hour master class describes DIRFloortime principles and concepts such as Functional Emotional Developmental Capacities (FEDCs) and relationship-based intervention. Case studies provide examples of goals and therapy activities, including virtual experiences, for various populations.

Targeting Language Skills Using Children’s Literature
Presented by William Bolden, MA III, CCC-SLP
Video
Course: #10198Level: Introductory0.5 Hours
This Fast Class demonstrates methods and techniques for targeting language skills within larger literacy-based units, in both in-person and telehealth settings. Specific language skills discussed include narrative retell, grammar and syntax, and vocabulary development.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.