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Electrode discrimination and speech perception in young children using cochlear implants
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Electrode discrimination by early-deafened subjects using the Cochlear Limited multiple electrode cochlear implant
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Factors influencing gap detection in children using cochlear implants [Abstract]
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A clinical report on speech production of cochlear implant users
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Electrode position, repetition rate, and speech perception by early-and-late-deafened cochlear implant patients
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Speech perception, production and language results in a group of children using the 22-electrode cochlear implant
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Results of speech perception and speech production training for three prelingually deaf parents using a multiple-electrode cochlear implant
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Speech perception results in children using the 22-electrode cochlear implant [Abstract]
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Results for two children using a multiple-electrode intracochlear implant ; Dowell, Richard C.
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Speech perception, production and language results in a group of children using the 22-electrode cochlear implant
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Underlying structure of auditory-visual consonant perception by hearing-impaired children and the influences of syllabic compression
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Perceptual studies on cochlear implant patients with early onset of profound hearing impairment prior to normal development of auditory, speech, and language skills
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Results for the Nucleus multiple-electrode cochlear implant in two children [Abstract]
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Educational assessment and management of children with multichannel cochlear implants
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Audiological assessment of profoundly hearing-impaired children
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Abstract:
This is a publisher’s version of an article published in Annals of Otology, Rhinology & Laryngology published by Annals Publishing Company. This version is reproduced with permission from Annals Publishing Company. http://www.annals.com/ ; The design of an audiological assessment protocol for profoundly hearing-impaired children may be divided into three areas. First, accurate estimation of hearing loss includes the behavioral measures of unaided and aided thresholds and the objective measures of electrocochleography and auditory brain stem response. The reliability of these measures for the accurate diagnosis of a profound to total hearing loss is discussed. Second, speech perception includes the measure of perception in the audition alone, vision alone, and audition plus vision conditions. Test material should include speech features, words, and sentences. Factors influencing the choice of material are the developmental age of the child, the method of educational instruction, speech and language skills, and vocabulary limits. Third, psychophysical properties of residual auditory skills include measures such as frequency, intensity, and duration difference limens. These skills may be compared to those elicited through other sensory channels, such as visual and tactile. Other important factors that should be considered are the psychological well-being of the child and family, family motivations and expectations, and educational requirements.
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Keyword:
assessment; deafness; otolaryngology
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URL: http://hdl.handle.net/11343/27240
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Training and assessment of children using a multi-electrode cochlear implant [Abstract]
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The perception of vowels by hearing impaired children [Abstract]
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A multiple-channel cochlear implant: an evaluation using an open-set word test
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Psychophysical and speech perception studies on two multiple-channel cochlear implant patients
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Speech processor design for a multiple-channel cochlear implant
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