Language development after cochlear implantation: an epigenetic model / Timothy M. MARKMAN in Journal of Neurodevelopmental Disorders, 3-4 (December 2011)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 3-4 (December 2011) . - p.388-404 Titre : Language development after cochlear implantation: an epigenetic model Type de document : texte imprimé Auteurs : Timothy M. MARKMAN, Auteur ; Alexandra L. QUITTNER, Auteur ; Laurie S. EISENBERG, Auteur ; Emily A. TOBEY, Auteur ; Donna THAL, Auteur ; John K. NIPARKO, Auteur ; Nae-Yuh WANG, Auteur Article en page(s) : p.388-404 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Growing evidence supports the notion that dynamic gene expression, subject to epigenetic control, organizes multiple influences to enable a child to learn to listen and to talk. Here, we review neurobiological and genetic influences on spoken language development in the context of results of a longitudinal trial of cochlear implantation of young children with severe to profound sensorineural hearing loss in the Childhood Development after Cochlear Implantation study. We specifically examine the results of cochlear implantation in participants who were congenitally deaf (N = 116). Prior to intervention, these participants were subject to naturally imposed constraints in sensory (acoustic-phonologic) inputs during critical phases of development when spoken language skills are typically achieved rapidly. Their candidacy for a cochlear implant was prompted by delays (n = 20) or an essential absence of spoken language acquisition (n = 96). Observations thus present an opportunity to evaluate the impact of factors that influence the emergence of spoken language, particularly in the context of hearing restoration in sensitive periods for language acquisition. Outcomes demonstrate considerable variation in spoken language learning, although significant advantages exist for the congenitally deaf children implanted prior to 18 months of age. While age at implantation carries high predictive value in forecasting performance on measures of spoken language, several factors show significant association, particularly those related to parent-child interactions. Importantly, the significance of environmental variables in their predictive value for language development varies with age at implantation. These observations are considered in the context of an epigenetic model in which dynamic genomic expression can modulate aspects of auditory learning, offering insights into factors that can influence a child's acquisition of spoken language after cochlear implantation. Increased understanding of these interactions could lead to targeted interventions that interact with the epigenome to influence language outcomes with intervention, particularly in periods in which development is subject to time-sensitive experience. En ligne : http://dx.doi.org/10.1007/s11689-011-9098-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=344 [article] Language development after cochlear implantation: an epigenetic model [texte imprimé] / Timothy M. MARKMAN, Auteur ; Alexandra L. QUITTNER, Auteur ; Laurie S. EISENBERG, Auteur ; Emily A. TOBEY, Auteur ; Donna THAL, Auteur ; John K. NIPARKO, Auteur ; Nae-Yuh WANG, Auteur . - p.388-404. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 3-4 (December 2011) . - p.388-404 Index. décimale : PER Périodiques Résumé : Growing evidence supports the notion that dynamic gene expression, subject to epigenetic control, organizes multiple influences to enable a child to learn to listen and to talk. Here, we review neurobiological and genetic influences on spoken language development in the context of results of a longitudinal trial of cochlear implantation of young children with severe to profound sensorineural hearing loss in the Childhood Development after Cochlear Implantation study. We specifically examine the results of cochlear implantation in participants who were congenitally deaf (N = 116). Prior to intervention, these participants were subject to naturally imposed constraints in sensory (acoustic-phonologic) inputs during critical phases of development when spoken language skills are typically achieved rapidly. Their candidacy for a cochlear implant was prompted by delays (n = 20) or an essential absence of spoken language acquisition (n = 96). Observations thus present an opportunity to evaluate the impact of factors that influence the emergence of spoken language, particularly in the context of hearing restoration in sensitive periods for language acquisition. Outcomes demonstrate considerable variation in spoken language learning, although significant advantages exist for the congenitally deaf children implanted prior to 18 months of age. While age at implantation carries high predictive value in forecasting performance on measures of spoken language, several factors show significant association, particularly those related to parent-child interactions. Importantly, the significance of environmental variables in their predictive value for language development varies with age at implantation. These observations are considered in the context of an epigenetic model in which dynamic genomic expression can modulate aspects of auditory learning, offering insights into factors that can influence a child's acquisition of spoken language after cochlear implantation. Increased understanding of these interactions could lead to targeted interventions that interact with the epigenome to influence language outcomes with intervention, particularly in periods in which development is subject to time-sensitive experience. En ligne : http://dx.doi.org/10.1007/s11689-011-9098-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=344

Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication / David H. BARKER in Development and Psychopathology, 21-2 (May 2009)  

Public ISBD [article]  inDevelopment and Psychopathology > 21-2 (May 2009) . - p.373-392 Titre : Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication Type de document : texte imprimé Auteurs : David H. BARKER, Auteur ; Alexandra L. QUITTNER, Auteur ; Nancy E. FINK, Auteur ; Laurie S. EISENBERG, Auteur ; Emily A. TOBEY, Auteur ; John K. NIPARKO, Auteur ; CDACI INVESTIGATIVE TEAM, Auteur Année de publication : 2009 Article en page(s) : p.373-392 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The development of language and communication may play an important role in the emergence of behavioral problems in young children, but they are rarely included in predictive models of behavioral development. In this study, cross-sectional relationships between language, attention, and behavior problems were examined using parent report, videotaped observations, and performance measures in a sample of 116 severely and profoundly deaf and 69 normally hearing children ages 1.5 to 5 years. Secondary analyses were performed on data collected as part of the Childhood Development After Cochlear Implantation Study, funded by the National Institutes of Health. Hearing-impaired children showed more language, attention, and behavioral difficulties, and spent less time communicating with their parents than normally hearing children. Structural equation modeling indicated there were significant relationships between language, attention, and child behavior problems. Language was associated with behavior problems both directly and indirectly through effects on attention. Amount of parent–child communication was not related to behavior problems. En ligne : http://dx.doi.org/10.1017/s0954579409000212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=726 [article] Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication [texte imprimé] / David H. BARKER, Auteur ; Alexandra L. QUITTNER, Auteur ; Nancy E. FINK, Auteur ; Laurie S. EISENBERG, Auteur ; Emily A. TOBEY, Auteur ; John K. NIPARKO, Auteur ; CDACI INVESTIGATIVE TEAM, Auteur . - 2009 . - p.373-392. Langues : Anglais (eng) in Development and Psychopathology > 21-2 (May 2009) . - p.373-392 Index. décimale : PER Périodiques Résumé : The development of language and communication may play an important role in the emergence of behavioral problems in young children, but they are rarely included in predictive models of behavioral development. In this study, cross-sectional relationships between language, attention, and behavior problems were examined using parent report, videotaped observations, and performance measures in a sample of 116 severely and profoundly deaf and 69 normally hearing children ages 1.5 to 5 years. Secondary analyses were performed on data collected as part of the Childhood Development After Cochlear Implantation Study, funded by the National Institutes of Health. Hearing-impaired children showed more language, attention, and behavioral difficulties, and spent less time communicating with their parents than normally hearing children. Structural equation modeling indicated there were significant relationships between language, attention, and child behavior problems. Language was associated with behavior problems both directly and indirectly through effects on attention. Amount of parent–child communication was not related to behavior problems. En ligne : http://dx.doi.org/10.1017/s0954579409000212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=726

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