Computer-assisted reading intervention for children with hearing impairment using cochlear implants: Effects on
Elisabet Engström1, Petter Kallioinen2, Magnus Lindgren3
1Department of Clinical Science, Intervention and Technology (CLINTEC), Karolinska Institutet, 171 77, Stockholm, Sweden; Department of Otoneurology, Karolinska University Hospital, 141 86, Stockholm, Sweden.
International Journal of Pediatric Otorhinolaryngology
|September 8, 2020
Summary
A computer-assisted reading intervention did not significantly alter event-related potentials (ERPs) or mismatch negativity (MMN) in hearing-impaired children with cochlear implants. Further research is needed due to small sample sizes and mixed responses.
Area of Science:
- Auditory Neuroscience
- Developmental Psychology
- Educational Technology
Background:
- Hearing impairment (HI) in children using cochlear implants (CIs) can impact auditory processing and language development.
- Event-related potentials (ERPs) and mismatch negativity (MMN) are objective measures of auditory processing.
- Computer-assisted interventions offer potential for improving auditory skills in HI children.
Purpose of the Study:
- To investigate the effect of a computer-assisted reading intervention (GraphoGame) on ERPs and MMN in hearing-impaired (HI) children with cochlear implants (CIs).
- To compare auditory processing changes in HI children with CIs to normal-hearing (NH) children.
Main Methods:
- A quasi-experimental design comparing 15 HI children with CIs to 14 NH children (ages 4y 10m to 8y 1m).
- ERPs and MMN were recorded before and after a 4-week computer-assisted reading intervention using the GraphoGame program.
- A multi-feature auditory paradigm (Optimum-1) with standard and deviant stimuli was employed to elicit MMN.
Main Results:
- No significant changes in ERPs or MMN were observed in HI children with CIs after the intervention.
- The presence of both MMN and positive mismatch responses (pMMR) complicated interpretation, potentially indicating immature auditory processing.
- Individual responses varied, with no predictable changes in MMN or pMMR following the intervention.
Conclusions:
- The computer-assisted reading intervention did not yield significant changes in ERPs or MMN in this cohort of HI children with CIs.
- Interpreting the lack of significance requires caution due to potential immaturity in auditory processing (MMN/pMMR) and small sample sizes.
- The study provides descriptive data on ERPs and MMN in HI children with CIs, highlighting the complexities of MMN and pMMR in this population.
