Development Trajectory Analysis Essay

The cochlear implant is a incredible device that all started out in the 1950s, when "Lundberg performed one of the first recorded attempts to simulate the auditory nerve with a sinusoidal current during a neurosurgical operation"(MAJOR BREAKTHROUGHS! (n.d.). Retrieved April 25, 2015, from http://biomed.brown.edu/Courses/BI108/BI108_2001_Groups/Cochlear_Implants/history.html ). After the operation his patient was able to hear noise. This device as been changing peoples lives for a long time, with time it has improved. there are other things in this world that changed people lives, that benefits them, so

When your child is born, you want to make sure they're healthy. The doctors tell you that your child cannot hear and that he/she is a perfect candidate for a cochlear implant (CI). You have to decide, as a parent, whether to give he/her an implant and to be oral,

Journal Articles Review Analyzed below are the two journal articles about special education assessments entitled, Predictors of Assessment Accommodations Use for Students Who are Deaf or Hard of Hearing from the Journal of Educational Research & Policy Studies (Cawthon & WurtzBest, 2010) and A Methodology for Assessing the Functions of Emerging

During April of 2013 Elizabeth Walker and Karla McGregor wanted to determine if the three aspects of the word learning process is a complication for children with cochlear implants. Kids with CI’s may have smaller open-minded and demonstrative vocabularies than their peers who are hearing. There is also verification that children with cochlear implants show slower rates of vocabulary growth compared with hearing children. To achieve great academic success children need to have a strong vocabulary. Children who are

The article “Parents of deaf children with cochlear implants: a study of technology and community” focus mostly on the clinical structures and how parents decide to use cochlear implant or not. The data shows that the clinic, the state and local school districts are working together to anticipate parental needs.

According to the National Institute on Deafness and Other Communication Disorders, about two to three children out of every 1,000 are born with a detectable level of hearing impairment in the United States. Without hearing, children miss out on the acoustic correlates of the physical world, such as

Many people are asked what they would do if they had a baby with a hearing problem or a baby with a disease or sickness. When a baby is born there are many things that go through their parents mind. Unlike everyone else I can’t make the decision until I have come across something related to the result of having a deaf child. In many essays that I have read they have talked about the benefits of a deaf child getting an implant early in life and how much they will exceed.

Since the age of 2, Brandon Edquist has been deaf since he was two and when he turned three, he got a cochlear implant as said in his interview with INSIDER. Edquist describes his experience living with his implant being unbearable. His cochlear implant created artificial ringing noises that distracted him from being able to focus on other sounds. Once Edquist began to learn how to associate sounds with specific words with the help of physical therapists, he felt frustrated most if time by the difficulty it was for him to learn, plus, he recalled, how it was difficult to differentiate sounds because to him they seemed the same. According to the National Institute on Deafness and Other Communication Disorders, “About 2 to 3 out of every

This article "I Have a Child With a Cochlear Implant in My Preschool Classroom. Now, What?" by Carrie A. Davenport and Sheila R. Albert-Morgan dealt with the issue of exploring the fact that although cochlear implant technology is progressing rapidly through the years, there is however still a lack of

http://learnersdictionary.com/definition/flash%20card CTOPP-2: Comprehensive Test of Phonological Processing–Second Edition It is designed to measure the phonological processing skills. It was published in the year of 1999.

The children would engage with 4 different types of play for 5 minutes. To prove if deaf children could sustain attention and play with certain toys, the children would engage with 4 different types of play for 5 minutes. The parents sat next to them, but were instructed not to interact with them. The researchers started out with a medical screening, then a baseline assessment 2-4 prior to surgery. The noun classification was done to examine the rate at which hearing children and children who are deaf learn novel nouns. To warm up, the experimenter instructed the child to name simple objects such as “cup” or “ball”. Then presented the child with a novel object (wug) and a distracting object. The experimenter presented both objects to the child on 3 separate occasions, then asked the child to select the distractor (wug) 3 times while changing its location. Next, the experimenter presented the exemplar (wug) as the same shape but different color and texture. They used a dichotomous scoring system, 0 or 1 depending whether they identified the wug. Researchers also studied the quality of parent-child interactions. They measured whether maternal sensitivity and linguistic stimulation affect the achievement of novel noun learning and symbolic play. Language measures were reported by using the MacArther-Bates Communicative Development Inventories (CDI) and the Reynell Development. The child’s language age was estimated from CDI and RDLS scores. Time-to-event analysis were used to determine the ages in which children in the cohorts achieved the criterion. The criteria for noun classification is 8/10 correct responses and for symbolic play the child must use symbolic representation during play. The results of the study indicated that overall deaf children with cochlear implants were delayed in symbolic play and noun classification compared to typical hearing peers. In the CI cohort, a

During the reading process, several papers were dismissed as the primary focus was on cochlear implants and the effect on listening to music, these papers had no direct relevance to this literature review which focuses predominantly on hearing

They “provide information about sound in the form of electrical impulses” (Kendall School Support Services Team, 2003, p. 4). While it is still debated as to whether children can depend on them to learn language, cochlear implants have a definite impact on their speech awareness. (Kendall School Support Services Team, 2003). However, much controversy surrounds the issue of cochlear implants. As Harlan Lane, a psychologist at Northeastern University asserts, “The ethics of operating on a healthy child can be questioned” (Davies, 2005, p. 2). While the Food and Drug Administration has approved this surgery, many who have been immersed in the deaf culture oppose it, contending that they do not need to be fixed (Davies, 2005).

The purpose of this study was to examine the reading ability and phonological awareness of children with cochlear implants at age 5. In addition, the study examined the factors that affect reading development in this population. The overall findings of this study determined that the earlier the age of cochlear

The first study deals with the age at which each participant started, the degree of their hearing loss and children’s speech production, language development, and auditory skills that were evaluated when they finished the program. Also, during this study information from the family was taken regarding their view on the time they started early intervention for their child. The first set of results found that the pretest scores of Group one, the youngest children scored the lowest on expressive and receptive language while the oldest group, Group three, scored the highest. On the other hand, when given the posttest, Group one scored higher than Group three. For speech production and auditory discrimination, all groups were at a basic level. At the