The primary objective of this research project is to identify the reciprocal links between EF and spoken language skills in early-implanted prelingually deaf CI users. Our program of research has demonstrated that oral-deaf cochlear implant users are at risk for delays in several components of executive functioning and that their executive functioning skills are related to their speech and language outcomes in ways that differ from NH peers.
Two specific aims are proposed to accomplish our research objectives and provide new information about the reciprocal links between executive functioning and spoken language skills in oral-deaf children who use cochlear implants.
In Specific Aim 1, experimental and assessment methods will be applied to a sample of long-term cochlear implant users in two studies to identify the cognitive processing mechanisms by which components of executive functioning support compensation of speech-language skills that are slow and effortful in cochlear implant users, compared to normal-hearing peers. Studies will provide new information about the use of executive functions to compensate for slow-effortful processing in speech perception as well as robust, complex-adaptive spoken word recognition and language.
In Specific Aim 2, preschool-aged oral- deaf children with cochlear implants will be studied longitudinally to examine the reciprocal influences of EF and spoken language skills early in their development. Experimental methods will be used to document influences of spoken language skills on the emergence of early executive functioning components in children as young as age 3, comparing differences in executive functioning development in samples of children with cochlear implants and children with normal hearing. Additionally, longitudinal methods will be used to assess relations between early executive functioning and later development of complex-adaptive spoken language skills in cochlear implant users. These findings will have direct clinical implications for improving early identification of prelingually deaf, early implanted cochlear implant users who may be at high risk for poor neurocognitive and speech-language outcomes following cochlear implantation. By uncovering the foundational processes by which specific EF components support compensation of speech-language disturbances and delays in a sample of CI users, results of this research will identify novel targets and methods for intervention to improve spoken language outcomes by modifying compensatory EF processes.

Public Health Relevance

/Relevance The primary objective of this research project is to identify the reciprocal links between EF and spoken language processing skills in early-implanted prelingually deaf cochlear implant users. The proposed research will use experimental, assessment, and longitudinal designs to measure and systematically vary specific components of executive functioning and spoken language skills adversely impacted by a period of auditory deprivation, comparing cochlear implant users to normal-hearing peers. Findings from this project will have direct clinical implications for improving spoken language skills by identifying the processing-level mechanisms by which specific executive functioning components support compensation for speech-language delays and disturbances in this clinical population.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Research Project (R01)
Project #
5R01DC015257-05
Application #
10058260
Study Section
Language and Communication Study Section (LCOM)
Program Officer
Cooper, Judith
Project Start
2016-12-01
Project End
2021-11-30
Budget Start
2020-12-01
Budget End
2021-11-30
Support Year
5
Fiscal Year
2021
Total Cost
Indirect Cost
Name
Indiana University-Purdue University at Indianapolis
Department
Otolaryngology
Type
Schools of Medicine
DUNS #
603007902
City
Indianapolis
State
IN
Country
United States
Zip Code
46202
Deocampo, Joanne A; Smith, Gretchen N L; Kronenberger, William G et al. (2018) The Role of Statistical Learning in Understanding and Treating Spoken Language Outcomes in Deaf Children With Cochlear Implants. Lang Speech Hear Serv Sch 49:723-739
Pisoni, David B; Broadstock, Arthur; Wucinich, Taylor et al. (2018) Verbal Learning and Memory After Cochlear Implantation in Postlingually Deaf Adults: Some New Findings with the CVLT-II. Ear Hear 39:720-745
Kronenberger, William G; Henning, Shirley C; Ditmars, Allison M et al. (2018) Verbal learning and memory in prelingually deaf children with cochlear implants. Int J Audiol 57:746-754
Moberly, Aaron C; Harris, Michael S; Boyce, Lauren et al. (2018) Relating quality of life to outcomes and predictors in adult cochlear implant users: Are we measuring the right things? Laryngoscope 128:959-966
Kronenberger, William G; Henning, Shirley C; Ditmars, Allison M et al. (2018) Language processing fluency and verbal working memory in prelingually deaf long-term cochlear implant users: A pilot study. Cochlear Implants Int 19:312-323
Castellanos, Irina; Kronenberger, William G; Pisoni, David B (2018) Psychosocial Outcomes in Long-Term Cochlear Implant Users. Ear Hear 39:527-539
Kronenberger, William G; Castellanos, Irina; Pisoni, David B (2018) Questionnaire-based assessment of executive functioning: Case studies. Appl Neuropsychol Child 7:82-92
Castellanos, Irina; Kronenberger, William G; Pisoni, David B (2018) Questionnaire-based assessment of executive functioning: Psychometrics. Appl Neuropsychol Child 7:93-109
Pisoni, David B; Kronenberger, William G; Harris, Michael S et al. (2017) Three challenges for future research on cochlear implants. World J Otorhinolaryngol Head Neck Surg 3:240-254