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HI interferes in the development of verbal communicative skills, affecting social functions.
Dev Med Child Neurol. Three types of validation were applied: How to cite this article. This article contains data from two master’s studies: Denver II Training Manual. These are necessary to develop functional activities that contribute to the learning process.
Rev Soc Bras Fonoaudiol. Another explanation for this result can be related to the participation in therapeutic processes and school life.
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All evaluations were conducted by speech language pathologists ve experience in the application of the instruments used in the study and assisting children with CP. Children with cochlear implants and complex needs: Some authors showed that degree of motor disorders is directly related to functional capacity, that is, the higher the motor severity, the higher the functional capacity, and this can reflect on the global development of skills in the several fields 71011because, for the child, the performance of movements favors the construction of sensorimotor patterns.
To analyze gross motor, fine motor-adaptive, language, social function performance, and communicative behaviors among cochlear-implanted children xbc spastic cerebral palsy CP and children with CP psicolknguistica hearing loss HL and to compare them with children with normal development.
Perceived qualitative benefits of cochlear implants in children with multi-handicaps. Longitudinal follow-ups involving more individuals with CP who use CI are necessary to know the trajectory of the global development of these children.
Int J Pediatr Otorhinolaryngol.
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These results show that hearing privation is a determinant and prevalent factor for the oral language acquisition and development 1722 – Factors contributing to limited or non-use in the cochlear implant systems in children: Descriptive and inferential statistics were used for performance on TRT obtained by young adults and robot in two software.
These categories used to analyze the communicative behavior were calculated by the following criteria: As there will be important reflections in the interpretations of information coming from the environment, there may be difficulties to judge the received information properly 5. Language and motor speech skill in children with cerebral palsy. Cognitive function 4 – 622 and functionality in other fields of development should be taken into account during rehabilitation and follow-up of children with CP using CI 1821222430including in the evaluations to indicate CI An LCD monitor with sufficiently precise timing for research in vision.
Social skills were also low in groups with CP; however, the difference between the development of this function in relation to the control group G3 was not significant. Besides hearing and motor privation factors, it is also important that no child presented with intellectual changes; therefore, the development of language skills is observed, even if slowly, for children using CI.
All of them presented with hearing level 2 26 and began communication by the oral language, unlike the other groups in which participants were able to produce more elaborated sentences. Therefore, we cannot deny the influence of sensory loss on the acquisition of linguistic skills, even for children in G1, who participated in stimulation programs since early childhood.
Exercise, mood and cognitive performance in intellectual disability-A neurophysiological approach. The motor scores obtained by participants in G1 and G2 Table 1 indicate the level of functional autonomy to act independently in an environment. In G1, mean time of CI use was 20 months, which is considerable to observe open-set speech perception skills and oral language and communication skills among children without CP Findings regarding the motor area in this study Table 2 show a specially relevant characteristic of CP, that is, the diversity of clinical outcome regarding the acquisition and performances in the different development dimensions, as reported in literature 7 – International Journal of Psychological Research.
Journal of Athletic Training. We can infer that individuals in G1, even after participating in early intervention programs addressing motor and linguistic aspects, were influenced by their hearing conditions, time of sensory privation, time of implant surgery, and hearing rehabilitation, besides other variables, such as individual characteristics, maturation, motivation, and family and school environment, involved in the language acquisition process, as shown in literature 122224 Atrash K, Carpentier R.
J Deaf Stud Deaf Educ. Children using CI attended weekly therapy to develop hearing skills. However, such damage was not relevant to limit the social activity in G1. Besides data related to speech perception, a few studies analyzed other aspects of global development regarding the performance of children with CP after CI 13202123and none of them presented how the development of children with CP without HI takes place, in comparison with that of children with CP undergoing the process of hearing rehabilitation by using a CI.
Journal of Human Kinetics. It can be inferred that motor limitation may have an impact on global development; however, it may not have been sufficient to interfere substantially in acquisition of language skills in G2 Table 2. Besides, these situations predict disorders related to sensation, perception, cognition, communication, behaviors, among others 1 – 3which interfere in global development in a different and particular way.
All the participants in G1 and G2 attended school and rehabilitation centers, being assisted in the fields of Physical Therapy and Speech Language and Audiology Therapy since early childhood. All the participants in this study attended school, and those in G1 and G2 also attended therapeutic activities, involving the development of linguistic and communicational skills. Special thanks in memoriam to Prof. CI was found to be a proper treatment for HI among children with CP, helping in the development of hearing and language skills that provide ways to interact and communicate with the social environment 1213161721 – Also, after the child with CP receives the benefit of speech perception by CI, the child starts presenting receptive language.
Daneshi A, Hassanzadeh S.