Navegando por Assunto "Implante coclear"

Agora exibindo 1 - 5 de 5

Acesso aberto (Open Access)
Contribuições da análise do comportamento para reabilitação verbal de crianças usuárias de implante coclear
(Universidade Federal do Pará, 2017-06-27) PEREIRA, Fabiane da Silva; VERDU, Ana Claudia Moreira Almeida; http://lattes.cnpq.br/3777028853675653; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223
This study is characterized by a research portfolio, which involves Behavior Analysis, linguistic behavior and cochlear implant. It got together a study of the literature review, and two experimental studies that tried to verify the effect of Multiples Examples Instructions (MEI) procedures, which started with different methods, and also with a list of deaf children naming and cochlear implanted children. The naming concept and the method used on the last 20 years were reviewed. The study 1, experimental, investigated on three children that are cochlear implanted, the effect of the Multiples Examples Instructions procedures on the repertory integration of hear and speak. The study 2, experimental, evaluate in a child that was late cochlear implanted the effect of teach only of the listening repertory about naming, and the MEI about naming repertory. The literature review showed that the naming concept uses like described by Horne and Lowe (1996) has increased on the Behavior Analysis literature. And three procedures have been used during 20 years: hand sorting, MEI and Pairing naming. The study 2 results indicated that the MEI procedure was essential to the hearer and speaker repertory integration, which reduced the performance differences between speak and listen people. And the study 3 results showed that were necessary extra exposes to MEI to naming emergency. It discuss the possibility of new procedures at speak and hear abilities of cochlear implanted children.
Acesso aberto (Open Access)
Discriminação auditiva-visual em deficientes auditivos pós-linguais com implante coclear
(Universidade Federal do Pará, 2017-09) PEREIRA, Fabiane da Silva; LOBATO, Suelen Nicole da Silva; OLIVEIRA, Juliana Sequeira Cesar de; CORDEIRO, José Cláudio de Barros; GALVÃO, Olavo de Faria; YAMAGUCHI, Cyntia Tzue
Aiming the evaluation of listener-behavior training on speaker-behavior, specifi cally if individuals with hearing impairment and cochlear implant would: (a) learn audio-visual conditional discriminations with conventional and non-conventional words; (b) form stimulus classes; (c) present generalized responses to other audio frequencies; and (d) transfer the acquired hearing competences to speaker repertoires, two adults with post-lingual hearing loss and cochlear implant were exposed to a seven phases’ matching to sample conditional discriminations teaching program consisting of: 1) Pre-training of auditory-visual tasks using fading out; 2) Pre-test of naming to evaluate the speaker behavior, 3) Teaching relations between dictated words and fi gures; 4) Teaching relations between dictated and written words, 5) Test of class formation; 6) Test of hearing generalization; 7) Post-test of naming. The participants learned the directly taught relations, demonstrated class formation and generalization. Comparing pre- and post-tests, they showed higher correspondence between their speaker behavior and verbal community’s speaker behavior. The possibilities of this methodology for speaking rehabilitation in this population is discussed.
Acesso aberto (Open Access)
Discriminação auditivo-visual em adultos com deficiência auditiva e implante coclear
(Universidade Federal do Pará, 2013-03-21) PEREIRA, Fabiane da Silva; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
The expectation of the cochlear implant (CI) user is recovering auditory sensitivity and understands spoken language. Considering the auditory rehabilitation as a prerequisite for the development of language skills, the aim of this study was to investigate the effect of training on the behavior of the listener to speaker in this group, check the emergence of relationships and the generalization to indirectly taught voice different frequency. Participated of the study three adults with profound, bilateral, neurosensory hearing, loss post-lingual, CI users, with time deprivation (TD) ranging from 5 months to 23 years. Data were collected with a computer with touch screen and application programming routines for the teaching and testing. The teaching program, with seven stages, had choice according to the model. Phase 1) Pre-train for habituation, the participant with auditory-visual tasks by fading out, 2) Pre-test naming and reading, to select 8 words for training, 3) Training of relations between dictated words and figures; 4) Training of relations between dictated words and written words; 5) Testing equivalence class, which were not directly taught; 6) generalization testing, with the dictated words, with an adult male voice; 7) Post-test of picture naming and word reading. Two of the three participants learned the tasks (Phases 3 and 4), and showed equivalence class (Phase 5) e generalization (Phase 6). All of the participants improved their ability of speaking after the study (Phase 7). The performance of the participant with 23 years of TD, which presented difficulties in oral language, was low, indicating further investigation of the variables due to flaw on the training, or to the IC operation, or inappropriate use of the device, etc. More studies are required to evaluate the potential of the procedure adopted for the auditory rehabilitation of CI users.
Acesso aberto (Open Access)
Função de recuperação do nervo auditivo após doze meses de uso do implante coclear
(Universidade Federal do Pará, 2022-03) YAMAGUCHI, Cíntia Tizue; SILVA FILHO, Manoel da; http://lattes.cnpq.br/2032152778116209
Introduction: Cochlear implant is the standard treatment for severe and profound bilateral sensorineural hearing loss. To optimize the adaptation of this device, especially in patients who do not have the ability to refer to the parameters necessary for programming, such as children and people with associated disabilities, objective tests based on the action potential of auditory nerve fibers have been studied as possible predictors. of these parameters to be used in cochlear implant programming. The auditory nerve recovery function is a test that measures the time the auditory nerve needs to recover from a stimulus (leave the absolute refractory period) to receive new stimulation and possibly be more responsive to the auditory sensation offered by the cochlear implant. Objective: Through a specific software for cochlear implants, with the objective of measuring the time constant (τ) in the intraoperative period and in the postoperative period after 12 months of cochlear implant use in children. Method: We recruited children with cochlear implant and intraoperative neural response, evaluated the recovery function using commercially available cochlear implant software. Data were collected intraoperatively and repeated twice 12 months after surgery. Results: We found that the recovery time of the auditory nerve increases after 12 months of cochlear implant use. Our results also show that the profile of temporal responses is significantly higher in the postoperative measurement than in the intraoperative one. The test-retest reproducibility of the composite evoked action potential recordings proved to be reliable and stable. Conclusion: There was a change in 12 months of cochlear implant use, in relation to the same measure at the intraoperative moment in the subjects of this study. The intraoperative τ measurement was faster, however, in the postoperative period the mean showed higher τ values. However, the current level was different intraoperatively and 12 months after use, needing to be further explored. There was no statistical difference regarding the test-retest in the postoperative period, showing reliability and reproducibility of the measurement. Possibly it would be the beginning of the study of a responsiveness profile in relation to the recovery time of the auditory nerve.
Acesso aberto (Open Access)
Subjetivação e escolarização de um aluno surdo usuário de implante coclear: um estudo de caso fundamentado na perspectiva histórico-cultural
(Universidade Federal do Pará, 2017-04-12) BARCA, Ana Paula de Araújo; TEIXEIRA, Sônia Regina dos Santos; http://lattes.cnpq.br/5826895757813943
The present dissertation investigates the processes of subjectivation and schooling of a deaf student using a cochlear implant. It is a case study in a qualitative perspective of a historicalcultural perspective, inspired by the central ideas of Vygotsky and some of his commentators. In this theoretical-methodological perspective, the human being is constituted as subject by the internalization of human culture, mediated by the signs. It is understood that the school plays an important role in the process of subjectivation of the people who participate in it, for the possibility of being a space of dialogical interactions and sharing of culture. Thus, the main objective of the study was to examine the existing links between the processes of subjectivation and schooling of a deaf child using a cochlear implant, enrolled in 2016, in the second year of primary education at a school in the municipal public system of Belém -Pará. The study was divided into two distinct stages. In the first moment of the research, the historical-cultural context of the child's life was characterized. At this stage, information was collected through interviews with the child's mother, the teacher, the coordinator of the bilingual program of the Reference Center for Educational Inclusion Gabriel Lima Mendes, and the coordinator of the hospital's cochlear implant program Where the implant surgery occurred. In the second moment, we investigated the elements that make up the educational process experienced by the boy, as well as the dialogical interactions between him and the classmates. At this stage, the information about the educational process was collected through interviews and the data were organized into three categories, namely: the organization of the pedagogical work, the performance of the boy, the performance of the teacher and a trainee of the pedagogy course that accompanied the Boy in the accomplishments of his school activities. Information on dialogic interactions was collected through video records and analyzed according to the principles of microgenetic analysis of the historical-cultural matrix. The results indicated that the child underwent surgery to place the cochlear implant at two years and nine months of age. He currently attends the third year of elementary school and coexists predominantly with listeners. He has not yet made significant advances in orality and has been learning Brazilian Sign Language (BSL) since 2016. The analysis at the school level has shown that the educational process organized for him requires adaptations to be compatible with his specifics and needs. Although he has not yet acquired a language to communicate fully, in analyzing the interactions between the boy and his colleagues, there is evidence of formation of his higher psychological functions, his conscience and personality, which can be proven by means of the analysis of the process of production of meanings by the child. The study suggests possible adaptations so that the educational process lived by the boy and other implanted deaf children is a promoter of development possibilities.