The Childhood Development after Cochlear Implantation (CDaCI) Study is a multisite, prospective investigation of a large and diverse cohort of US children with cochlear implants. Our primary objective is to evaluate the effect of variables that influence language learning after implantation. Success in spoken language is seen to flow from success in other spheres of development. Thus our aims are driven by hypotheses that relate variability in post-implant spoken language outcome to environmental, social, interventional, and biological influences. A major challenge in early childhood research relates to the reliable sampling of language and other communicative behaviors. We address this challenge with hierarchical measures and videoanalytic techniques that allow us to track communicative skills as they emerge. We will build on this research experience to examine how spoken language skills unfold in children participating in the study, evaluating their: 1 .oral language and literacy skills, 2.speech production, 3.speech recognition, 4.cognitive skills, 5.social interaction &behavior, 6.relationships with family members, and 7.health-related quality of life. CDaCI Study participants consist of (Cl) children who received a cochlear implant before the age of 5 years (n=188) and a control group (n=97) of normal hearing (NH) age-mates. Average ages at enrollment were 2.2 years (Cl) and 2.3 years (NH). So, as CDaCI participants began the study as toddlers and preschoolers, they will now embark on their early elementary school experience. Despite wide recognition of the benefits of early cochlear implantation, there remains uncertainty with respect to clinical, rehabilitative, and educational strategies that enable cochlear implant technology to be used to its greatest potential for oral language acquisition. Modifiers of linguistic outcome become even more compelling as Cl children face the performance and social demands of their early elementary school years. As we gather additional longitudinal data, we will apply statistical processes to fully evaluate growth trajectories and indices of performance across domains. A prospective, multidimensional study of Cl with concurrent NH controls, as well as population-based control group (NICHD), offers prospects for novel, generalizable insights into the sources of variation in oral language learning after cochlear implantation in childhood.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Research Project (R01)
Project #
5R01DC004797-09
Application #
7849523
Study Section
Special Emphasis Panel (ZDC1-SRB-Y (60))
Program Officer
Donahue, Amy
Project Start
2001-04-01
Project End
2012-06-30
Budget Start
2010-07-01
Budget End
2011-06-30
Support Year
9
Fiscal Year
2010
Total Cost
$1,651,313
Indirect Cost
Name
Johns Hopkins University
Department
Otolaryngology
Type
Schools of Medicine
DUNS #
001910777
City
Baltimore
State
MD
Country
United States
Zip Code
21218
Geers, Ann E; Mitchell, Christine M; Warner-Czyz, Andrea et al. (2017) Early Sign Language Exposure and Cochlear Implantation Benefits. Pediatrics 140:
Eisenberg, Laurie S; Fisher, Laurel M; Johnson, Karen C et al. (2016) Sentence Recognition in Quiet and Noise by Pediatric Cochlear Implant Users: Relationships to Spoken Language. Otol Neurotol 37:e75-81
Cheng, Yew Song; Kozin, Elliott D; Remenschneider, Aaron K et al. (2016) Characteristics of Wax Occlusion in the Surgical Repair of Superior Canal Dehiscence in Human Temporal Bone Specimens. Otol Neurotol 37:83-8
Hoffman, Michael F; Cejas, Ivette; Quittner, Alexandra L et al. (2016) Comparisons of Longitudinal Trajectories of Social Competence: Parent Ratings of Children With Cochlear Implants Versus Hearing Peers. Otol Neurotol 37:152-9
Hoffman, Michael F; Quittner, Alexandra L; Cejas, Ivette (2015) Comparisons of social competence in young children with and without hearing loss: a dynamic systems framework. J Deaf Stud Deaf Educ 20:115-24
Barnard, Jennifer M; Fisher, Laurel M; Johnson, Karen C et al. (2015) A Prospective Longitudinal Study of U.S. Children Unable to Achieve Open-Set Speech Recognition 5 Years After Cochlear Implantation. Otol Neurotol 36:985-92
Cejas, Ivette; Barker, David H; Quittner, Alexandra L et al. (2014) Development of joint engagement in young deaf and hearing children: effects of chronological age and language skills. J Speech Lang Hear Res 57:1831-41
Meserole, Rachel L; Carson, Christine M; Riley, Anne W et al. (2014) Assessment of health-related quality of life 6 years after childhood cochlear implantation. Qual Life Res 23:719-31
Tobey, Emily A; Thal, Donna; Niparko, John K et al. (2013) Influence of implantation age on school-age language performance in pediatric cochlear implant users. Int J Audiol 52:219-29
Quittner, Alexandra L; Cruz, Ivette; Barker, David H et al. (2013) Effects of maternal sensitivity and cognitive and linguistic stimulation on cochlear implant users' language development over four years. J Pediatr 162:343-8.e3

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