The Effect of Between-Ear Speech Perception Asymmetry on Localization, Spoken Language, and Literacy for Adolescents With Cochlear Implants.

IF 2.2
Lisa S Davidson, Rosalie M Uchanski, Ann E Geers, Brent Spehar
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Abstract

Purpose: This study aimed to examine the effects of between-ear speech perception asymmetry on localization, spoken language, and reading in adolescents with early cochlear implants (CIs).

Method: Eighty adolescents, who have long-term bilateral device use, participated: 10 with bimodal (BM) devices (CI plus hearing aid at the nonimplanted ear) and 70 with bilateral CIs (BCIs; 14 simultaneous, 56 sequential). Participants completed localization, unilateral speech perception, receptive language, and reading tests. Principal component analysis created composite scores for better-ear speech perception and between-ear speech perception asymmetry. Hierarchical regression examined the effects of demographics, audiological factors, and asymmetry on outcomes.

Results: Localization scores for the two BCI groups did not differ significantly. Both BCI groups' localization scores were, however, significantly better than those of the BM group. Language and reading scores were not significantly different for the three groups. Regression analyses of localization scores revealed positive effects for earlier receipt of CI/s and negative effects of longer duration of acoustic experience, although this effect was moderated by degree of residual hearing. Larger speech perception asymmetry negatively affected localization scores but had no effect on language or reading scores.

Conclusions: Speech perception asymmetry negatively affected localization but not language or reading in adolescent CI users. Prolonged acoustic experience (via BM use) increased speech perception asymmetry and reduced localization skills. Localization skills had no significant effects on spoken language or reading scores in adolescence. Clinically, asymmetry guides device recommendations, but asymmetry's impact, if any, differs by outcome. For children with better residual hearing, early acoustic hearing (via BM use) benefits both localization and language. Thus, careful timing of BCIs is advised.

Supplemental material: https://doi.org/10.23641/asha.33490615.

耳间言语知觉不对称对植入人工耳蜗青少年定位、口语和读写能力的影响。
目的:本研究旨在探讨早期植入人工耳蜗(CIs)的青少年耳间言语感知不对称对定位、口语和阅读的影响。方法:80名长期使用双侧设备的青少年参与:10名使用双模(BM)设备(CI +非植入耳助听器),70名使用双侧CIs (bci; 14名同时使用,56名顺序使用)。参与者完成了定位、单侧言语感知、接受性语言和阅读测试。主成分分析创建了双耳语音感知和双耳语音感知不对称的综合得分。分层回归检验了人口统计学、听力学因素和不对称性对结果的影响。结果:两组脑机接口定位评分无显著差异。BCI组和BCI组的定位评分均明显优于BM组。三组学生的语言和阅读成绩没有显著差异。定位评分的回归分析显示,较早接受CI/s有积极影响,较长的听觉体验时间有消极影响,尽管这种影响会受到残余听力程度的调节。较大的言语感知不对称对定位分数有负向影响,但对语言和阅读分数没有影响。结论:言语感知不对称对青少年CI使用者的定位产生负面影响,但对语言或阅读没有负面影响。长时间的听觉体验(通过使用脑机)增加了语音感知的不对称性,降低了定位技能。定位技能对青少年的口语和阅读成绩没有显著影响。临床上,不对称指导器械推荐,但不对称的影响,如果有的话,因结果而异。对于残余听力较好的儿童,早期听力学(通过BM使用)对定位和语言都有好处。因此,建议仔细选择脑机接口的时机。补充资料:https://doi.org/10.23641/asha.33490615。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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