ObjectiveChildren with cochlear implants (CIs) participate in musical activities in school and daily lives. Considerable variability exists regarding the amount of music involvement and enjoyment. Using the Music Engagement Questionnaire-Preschool/Elementary (MEQ-P/E), we wanted to determine patterns of musical participation and the impact of familial factors on engagement.MethodsParents of 32 children with CIs (16 preschool and 16 elementary) completed a questionnaire regarding the musical involvement of their child with an implant and a normal-hearing (NH) sibling (if one existed). We compared CI children's involvement to that of their NH siblings as well as across groups of children with and without CIs. Correlations between parent ratings of music importance, demographic factors, and involvement of CI and NH children were conducted within and across groups.ResultsNo significant differences were found between children with CIs and NH siblings, meaning children from the same family showed similar levels of musical involvement. When compared at the same developmental stage, no significant differences were found between preschool children with and without CIs. Parents who rated the importance of music as 'low' or 'middle' had children (NH and CI) who were less involved in music activities. Children whose parents rated music importance as 'high' were involved in monthly to weekly music activities with 81.25% reporting daily music listening.ConclusionDespite a less-than-ideal auditory signal for music, preschool and school-aged CI children enjoy and are involved in musical experiences. Families who enjoy and spend a greater amount of time involved in music tend to have children who also engage more actively in music.
The purposes of this study were to (a) examine the status of public school music instruction for hearing impaired students, and (b) examine the factors that contribute to the successful mainstreaming of hearing impaired students in the regular music classroom. A questionnaire was developed with items concerning demographic information, educational preparation, extent of instructional and administrative support, the extent to which musical and nonmusical goals are set by music educators, factors related to the successful main-streaming of hearing impaired students, obstructions to main-streaming, and activities and curricula successfully implemented in mainstreaming programs. Results of the study revealed the following: (a) more than half of all hearing impaired students attend regular music classes; (b) of those students not mainstreamed, less than half receive no music education in the self-contained classroom or otherwise; (c) many music educators are lacking in the educational preparation necessary for teaching hearing impaired students: (d) important instructional or administrative support is often not available; (e) several factors, such as lack of appropriate curricula or poor communication with other professionals, are identified as obstructions to the successful mainstreaming of hearing impaired students; (f) only 35% of the respondents reported that they have the same objectives for hearing impaired students as for normal hearing students; and (g) methodologies, materials, and activities were identified that were helpful in integrating hearing impaired students into the regular music classroom. Implications for public school music educators are cited.
This paper provides research and clinical information relevant to music therapy for preschool children who use cochlear implants (CI). It consolidates information from various disciplinary sources regarding (a) cochlear implantation of young prelingually deaf children (~age 2–5), (b) patterns of auditory and speech-language development, and (c) research regarding music perception of children with CIs. This information serves as a foundation for the final portion of the article, which describes typical music therapy goals and examples of interventions suitable for preschool children.
Background Cochlear implant (CI) users have difficulty perceiving some intonation cues in speech and melodic contours because of poor frequency selectivity in the cochlear implant signal. Objectives To assess perceptual accuracy of normal hearing (NH) children and pediatric CI users on speech intonation (prosody), melodic contour, and pitch ranking, and to determine potential predictors of outcomes. Hypothesis Does perceptual accuracy for speech intonation or melodic contour differ as a function of auditory status (NH, CI), perceptual category (falling versus rising intonation/contour), pitch perception, or individual differences (e.g., age, hearing history)? Method NH and CI groups were tested on recognition of falling intonation/contour versus rising intonation/contour presented in both spoken and melodic (sung) conditions. Pitch ranking was also tested. Outcomes were correlated with variables of age, hearing history, HINT, and CNC scores. Results The CI group was significantly less accurate than the NH group in spoken (CI, M = 63.1%; NH, M = 82.1%) and melodic (CI, M = 61.6%; NH, M = 84.2%) conditions. The CI group was more accurate in recognizing rising contour in the melodic condition compared with rising intonation in the spoken condition. Pitch ranking was a significant predictor of outcome for both groups in falling intonation and rising melodic contour; age at testing and hearing history variables were not predictive of outcomes. Conclusion Children with CIs were less accurate than NH children in perception of speech intonation, melodic contour, and pitch ranking. However, the larger pitch excursions of the melodic condition may assist in recognition of the rising inflection associated with the interrogative form.
<i>Aim:</i> This communication details the latest preliminary results from an ongoing multicenter single-subject design clinical trial of the Iowa/Nucleus Hybrid 10-mm cochlear implant. Selection criteria, surgical strategies used for hearing preservation, and the benefits of preserved residual low-frequency hearing, improved word understanding in noise, and music appreciation are described. <i>Patients and Methods:</i> The device has been implanted in 48 individuals with residual low-frequency hearing. <i>Results:</i>Hearing preservation has been accomplished in 46/48 subjects. Acoustic speech perception has also been preserved. Combined acoustic plus electric speech processing has enabled most of this group of volunteers to gain improved word understanding as compared to their preoperative hearing with bilateral hearing aids. A subset of subjects with 12 months or more experience demonstrates CNC word understanding continues to improve more than 24 months after implantation. Improved word understanding in noise is also a benefit of acoustic plus electric speech processing. <i>Conclusions:</i>The improvement of speech in noise and melody recognition is linked to the ability to distinguish fine pitch differences as the result of preserved residual low-frequency acoustic hearing. Both of these measures are very important in real life to the hearing impaired. Preservation of residual low-frequency hearing should be considered when expanding candidate selection criteria for standard cochlear implants.
This paper describes the listening habits and musical enjoyment of postlingually deafened adults who use cochlear implants. Sixty-five implant recipients (35 females, 30 males) participated in a survey containing questions about musical background, prior involvement in music, and audiologic success with the implant in various listening circumstances. Responses were correlated with measures of cognition and speech recognition. Sixty-seven implant recipients completed daily diaries (7 consecutive days) in which they reported hours spent in specific music activities. Results indicate a wide range of success with music. In general, people enjoy music less postimplantation than prior to hearing loss. Musical enjoyment is influenced by the listening environment (e.g., a quiet room) and features of the music.
This article focuses on past, present, and future trends regarding music therapy and hearing losses. The article first reflects back on the policies, clinical practices, and research findings of the last three decades and then notes societal and scientific factors that have lead to current-day knowledge and clinical approaches. Finally, future directions for research and clinical practice will be discussed.
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