Made available in DSpace on 2016-04-27T18:12:39Z (GMT). No. of bitstreams: 1 Paula Couto Fortes.pdf: 917717 bytes, checksum: 9a729ae5a95bdbfbc274acf2ee2f5553 (MD5) Previous issue date: 2009-02-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Introduction: Parental satisfaction with auditory and language development of their hearing impaired children can be an important factor in constructing quality indicators of intervention process. Goals: To describe and discuss parental satisfaction with auditory and language development of their hearing impaired children during the periodical follow up process within a high complexity service within the public health system, aiming at raising aspects related to quality indicators. Method: Twenty hearing impaired children less than three years of age, their parents and therapists participated in the study. All children were diagnosed and received their hearing aids at the Center for hearing in children CeAC, in the city of São Paulo. Data were collect using: children s files, an interview guide for parents, Questionnaire for satisfaction, and a parental involvement scale used by clinicians to assess the family. Results: Most parents were satisfied with auditory skills development, but not satisfied with language development. Hearing aids were the most recalled factor related to child s development. Length of time in intervention had a negative moderate relation with parental satisfaction with language development. Regarding the clinicians, the majority was satisfied with auditory skills of the children but was also not satisfied with language development. Hearing aids, intervention and family were the most recalled factor related to child s progress. Conclusion: Results indicate that there is a need to work with parents within the therapeutic process, regarding their hopes, needs and expectations regarding auditory and language development of their hearing impaired children / Introdução: A literatura tem apontado que a satisfação de pais de crianças deficientes auditivas em relação ao desenvolvimento auditivo e de linguagem pode ser fundamental para a construção dos indicadores de qualidade quanto aos objetivos da intervenção terapêutica. Objetivo: Descrever e discutir a satisfação de pais e/ ou responsáveis por crianças com deficiência auditiva quanto ao desenvolvimento auditivo e de linguagem no processo de acompanhamento de um serviço de saúde auditiva de alta complexidade e de buscar instrumentos para avaliar a satisfação com serviços de saúde voltados para crianças com deficiência auditiva. Método: Participaram do estudo 20 crianças deficientes auditivas abaixo de três anos, seus pais e/ou responsáveis e suas terapeutas, diagnosticadas e que receberam a concessão do AASI no Centro Audição da Criança (CeAC), na cidade de São Paulo/SP. Os instrumentos utilizados foram: Prontuários dos sujeitos; Roteiro de entrevista para pais; Critério de Classificação Econômica Brasil ; Questionário de satisfação e avaliação da família pelas terapeutas das crianças deficientes auditivas e Escala de Envolvimento Familiar. Resultados: A maioria dos pais está satisfeita com o desenvolvimento de habilidades auditivas das crianças, porém, também a maioria está insatisfeita com o desenvolvimento de linguagem. O AASI foi o fator mais mencionado como contribuinte ou não para o desenvolvimento de audição e de linguagem das crianças. O tempo de terapia teve relação significativa com a insatisfação dos pais. Em relação às terapeutas a maioria apresentou satisfação em relação à audição das crianças; porém, também a maioria referiu insatisfação quanto ao desenvolvimento de linguagem. Os fatores AASI, terapia e família foram considerados principais por elas para o desenvolvimento auditivo e de linguagem. Conclusão: Os resultados indicam que existe a necessidade de envolver os familiares no processo terapêutico, trabalhando seus desejos, suas necessidades e expectativas quanto ao desenvolvimento auditivo e de linguagem das crianças deficientes auditivas

Made available in DSpace on 2016-04-27T18:12:42Z (GMT). No. of bitstreams: 1 Carolina Morato Facanha Bandeira Dantas.pdf: 1064364 bytes, checksum: 3d2b88f7be7da06c9cfb30735d70bba0 (MD5) Previous issue date: 2009-08-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research had as objective to describe, apply and verify the effectiveness of a homecare program for elderly patients, new hearing aid wearers, taking into account the family and/or caretaker s influence during the fitting process. Method: The study had a design based on quantitative-qualitative, descriptive and exploratory perspective. Ten elderly subjects, candidates for hearing aid use who were unable to be seen at the clinic, thus needing homecare, took part from the study. The subjects were divided in two groups: Group I Experimental Group: the subjects had a caretaker/ family member to meet their needs; and Group II Control Group: subjects who did not have caretaker/family member. A questionnaire: The International Outcome Inventory for Hearing Aids (IOI-HA) prepared by Cox and Alexander (2002) was applied at the 4th homecare program session. In order to complement the program s evaluation, a question was made to all subjects: What the homecare service meant to you? Results: There was no statistically significant association (p<0.05) between having a caretaker and achieving a higher score at the questionnaire. All subjects attributed positive scores at the questionnaire, and the answer to the question showed a high degree of satisfaction with their hearing aids. Conclusion: The homecare program developed for this study was applied and it was effective, revealing also that the results of its application are independent on the family/caretaker s influence / Esta pesquisa teve como objetivo descrever, aplicar e verificar a efetividade de um programa de atendimento domiciliar ao indivíduo idoso novo usuário de aparelhos de amplificação sonora (AAS), considerando a influência da família e/ou do cuidador no processo de adaptação. Método: Para tal optamos por uma perspectiva quanti/qualitativa, descritiva e exploratória. Participaram deste estudo dez indivíduos idosos candidatos ao uso de AAS que estavam impossibilitados de comparecer ao local de atendimento, necessitando do atendimento domiciliar. Os indivíduos foram distribuídos em dois grupos: Grupo I - Experimental, os indivíduos que tinham cuidador/ familiar e Grupo II - Controle, os indivíduos que não tinham cuidador/ familiar. A fim de avaliar o programa de atendimento domiciliar ao novo usuário de AAS foi aplicado o questionário The International Outcome Inventory for Hearing Aids (IOI-HA), elaborado por Cox e Alexander (2002), na quarta sessão do programa de atendimento, pela própria pesquisadora. Para complementar a avaliação, foi feita a pergunta para todos os indivíduos: O que significou o atendimento domiciliar para o senhor/senhora? Resultados: Observamos que não houve associação estatisticamente significante (p<0,05) entre ter cuidador e apresentar maior pontuação do questionário. Todos os indivíduos atribuíram sentidos positivos ao uso dos AAS e valorizaram o programa de atendimento domiciliar. Conclusão: O programa para o atendimento domiciliar desenvolvido para este estudo mostrou-se efetivo e os resultados de sua aplicação independem da influência da família e/ou cuidador, pois não foram encontradas diferenças estatisticamente significantes, no grau de satisfação apresentado pelos idosos usuários de AAS

Made available in DSpace on 2016-04-27T18:12:47Z (GMT). No. of bitstreams: 1 Lia Auer Hoshii.pdf: 2283951 bytes, checksum: e8eeac108993842fa6ea5af1a50ea5fd (MD5) Previous issue date: 2010-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Introduction: Recent scientific studies use Long-Latency Auditory Evoked Potentials in order to measure the developmental status and plasticity limits of central auditory pathways. Goal: To study Long-Latency Auditory Evoked Potentials outcomes in hearing impaired children wearing hearing aids and personal sound amplification devices. Method: Case studies of five subjects, male and female, diagnosed with mild to profound neurosensory hearing loss, ages ranging from seven to 19 years old. The subjects were submitted to Long-Latency Auditory Evoked Potentials and Cognitive Potential (P300). The latency of components P1, N1, N2, P2 and P300 were analyzed. Prior evaluations consisting of inspecting the external acoustic meatus, tympanometry and pure tone audiometry were performed. Four of the subjects performed the Long-Latency Auditory Evoked Potentials only once. One subject performed the test twice, since he was discharged from speech therapy and stopped using the hearing aids for five months. Results: It was possible to measure the components P1, N1, P2, N2 and P300 for all subjects. Subject 1 presented delayed latency for components P1, N1 and P2 on the right ear, and no response for P1 and N1 on the left ear. Subject 2 presented no response for component P1 bilaterally. Subject 3 presented delayed latency for components P2 and N2 on the right ear and no response for P1 on the left ear. Subject 4 presented delayed latency for N2 and P300 on the right ear. Subject 5 presented delayed latency for components N1 and N2 bilaterally, for P2 on the left ear and no response for P1 on the right ear. The second test collected showed a delay in almost all components of the Long Latency Auditory Evoked Potentials, except for N1 and P2 on the right ear. Conclusions: It is possible to perform Long-Latency Auditory Evoked Potentials in hearing impaired children who wear hearing aids and personal sound amplification devices from the age of 8 years. Degree of hearing loss, lack of systematic use of personal sound amplification devices, and long term sound deprivation can affect the results of Long-latency Auditory Evoked Potentials., and consequently the neural plasticity process / Introdução: Estudos recentes na área da audição utilizam o registro dos Potenciais Evocados Auditivos como forma objetiva de mensurar o status do desenvolvimento e os limites da plasticidade das vias auditivas centrais, por meio dos Potenciais Auditivos de Longa Latência. Objetivo: Estudar os resultados dos Potencias Evocados Auditivos de Longa Latência em crianças deficientes auditivas usuárias de aparelho de amplificação sonora individual. Método: Consiste no estudo de caso de cinco sujeitos os quais apresentavam deficiência auditiva neurossensorial de grau leve a profundo, do sexo masculino e feminino, na faixa etária de sete a 19 anos. Os sujeitos deste estudo foram submetidos ao registro do Potencial Evocado Auditivo de Longa Latência e Potencial Cognitivo, denominado P300. Foram analisadas as latências dos componentes P1, N1, N2, P2 e P300. Previamente ao registro dos potencias evocados de longa latência foram realizadas a inspeção do meato acústico externo, timpanometria e audiometria tonal. Resultados: Foi possível registrar os componentes P1, N1, P2, N2 e P300 em todos os sujeitos. Dessa forma, o sujeito 1 apresentou latência aumentada para componentes P1, N1, P2 à direita e P1 e N1 ausentes à esquerda. O sujeito 2 apresentou apenas o componente P1 ausente bilateralmente. O caso 3 apresentou aumento das latências dos componentes P2 e N2 à direita e ausência do P1 à esquerda. No sujeito 4 foi registrado aumento das latências N2 e P300 à direita. E para o sujeito 5 aumento das latências dos componentes N1 e N2 bilateralmente, P2 à esquerda e ausência do P1 à direita. Em seu segundo exame, foi registrado um aumento em quase todos os componente do PEALL, com exceção N1 e P2 à direita. Os resultados deste estudo indicam que a perda auditiva teve relação com os resultados do componente P1 registrado nos sujeitos deste estudo. Parecendo assim, que quanto maior o grau da perda auditiva, maior é a latência deste componente. Já os outros componentes N1, P2, N2, parecem ter relação com a quantidade de estimulação que o sujeito recebe, ou seja, quanto à sistematicidade de estimulação auditiva. Quanto menos o sujeito usou AASI, mais alterado se deu o registro destes potenciais. Conclusões: Concluiu-se que é possível a realização do registro dos Potenciais Evocados Auditivos de Longa Latência em crianças deficientes auditivas usuárias de aparelho de amplificação sonora individual a partir dos oito anos de idade. Fatores como grau da perda auditiva, a não sistematicidade na utilização do aparelho de amplificação sonora individual e um longo tempo de privação auditiva parecem afetar os resultados dos Potencias Evocados Auditivos de Longa Latência, o que nos sugere um efeito na plasticidade das vias auditivas centrais

O objetivo deste trabalho é empreender uma análise de um campo discursivo das práticas que conferem à surdez o estatuto de particularidade linguística e cultural. Para tanto, foi realizada pesquisa etnográfica em espaços caracterizados pela presença de sistemas de comunicação gestuais-visuais normatizados sob a forma da Língua Brasileira de Sinais (LIBRAS). Atentou-se também a aspectos históricos relativos à surdez e a formas disciplinares constitutivas da LIBRAS. Acompanhar o percurso de líderes surdos em espaços variados foi fundamental para revelar uma normatividade na qual a surdez é afirmada e performatizada em termos de língua e cultura. Ao mesmo tempo são constituídas tensões, disputas e lutas em torno dessa normatividade. Categorias identitárias, tais como cultura surda e comunidade surda, são constantemente mobilizadas por profissionais que atuam em defesa da libras e são referidas sobretudo a sujeitos classificados como surdos . Constatou-se, enfim, que líderes surdos ocupam posição de destaque ao atuarem como porta-vozes da coletividade linguística falante de libras. / The objective of this work is to analyze a discursive field of practices that grants deafness a status of linguistic and cultural particularity. For this purpose, ethnographic research was conducted in spaces characterized by the presence of gestural-visual communication systems normalized in the form of the Brazilian Sign Language (LIBRAS). Research on historical aspects regarding deafness and integral disciplinary forms of LIBRAS was also undertaken. Following the course of deaf leaders in varied spaces was crucial in revealing a normativity in which deafness is affirmed and performed in terms of language and culture. At the same time, tensions, disputes and struggles are formed around this normativity. Identifying categories, such as deaf culture and deaf community, are constantly mobilized by professionals that act in defense of LIBRAS and are referenced primarily in terms of subjects classified as deaf. Ultimately, it was determined that deaf leaders occupy a prominent position in acting as spokespeople for the linguistic collective of LIBRAS speakers.

Introdução: A atresia aural congênita refere-se a um espectro de deformidades da orelha presentes ao nascimento que envolve algum grau de falha no desenvolvimento do canal auditivo externo, e, muitas vezes, da membrana timpânica e dos ossículos da orelha média. Uma das consequências da atresia aural congênita é a perda auditiva condutiva que deve ser tratada precocemente a fim de evitar complicações. O uso do Vibrant soundbridge no tratamento da perda auditiva tem propiciado a melhora da audição destes pacientes em serviços de todo o mundo. Objetivo: Sistematizar e descrever a técnica cirúrgica do Vibrant soundbridge em pacientes com atresia aural congênita bilateral e descrever os resultados das avaliações audiológicas após a realização da cirurgia. Método: Doze pacientes com atresia aural congênita bilateral realizaram a cirurgia do Vibrant soundbridge e foram submetidos às avaliações audiológicas em dois momentos: antes e após seis meses da realização da cirurgia. As avaliações realizadas foram: audiometria tonal limiar, audiometria em campo livre, reconhecimento auditivo de palavras no silêncio (lista de monossílabos) e limiar de reconhecimento de sentença, e relação sinal/ruído (HINT - Brasil). Foi feita a análise dos dados por meio das estatísticas descritivas e inferenciais. Resultados: O protocolo cirúrgico utilizado para implantação do dispositivo Vibrant soundbridge em pacientes com atresia aural congênita bilateral foi descrito. Não ocorreram complicações intra ou pós-operatórias. Os limiares auditivos em campo livre melhoraram de 53,5 dB para 27,2 dB após seis meses de uso do Vibrant soundbridge (p < 0,001). O reconhecimento auditivo de palavras monossílabas melhorou significantemente após a cirurgia (de 61,0% para 91,3%). No HINT, também foi encontrada melhora estatisticamente significante (p < 0,001) do limiar de reconhecimento de sentenças que passou de 67,1dB para 45,9 dB e a média da relação sinal/ruído (S/R) melhorou de 5,6 dB para 1,4 dB (p=0,009). Conclusões: Sistematizar a técnica cirúrgica do Vibrant soundbridge em pacientes com atresia aural congênita bilateral permitiu a realização de uma cirurgia segura, sem complicações pós-operatórias, resultando na obtenção de resultados audiológicos positivos nesta população / Introduction: Congenital aural atresia refers to a spectrum of ear deformities present at birth that involve some degree of failure in the development of the external auditory canal, and often the tympanic membrane and middle ear ossicles as well. One of the consequences of congenital aural atresia is conductive hearing loss that must be treated early to avoid complications. The use of Vibrant soundbridge(TM) for treating hearing loss has improved the hearing of these patients in practices worldwide. Objective: To systematize and describe the surgical technique for implanting the Vibrant soundbridge(TM) in patients with bilateral congenital aural atresia and to describe the results of postoperative audiological evaluations. Method: Twelve patients with bilateral congenital aural atresia underwent Vibrant soundbridge(TM) implantation surgery and audiological evaluations at two instances: before and 6 months after surgery. The evaluations included threshold tonal audiometry, free field audiometry, auditory word recognition in silence (list of monosyllables), sentence recognition threshold, and signal to noise ratio (HINT - Brazil). Data were analyzed through descriptive and inferential statistical methods. Results: The surgical protocol used for implantation of the Vibrant soundbridge(TM) device in patients with bilateral congenital aural atresia was described. There were no intraoperative or postoperative complications. The free-field auditory thresholds improved from 53.5 dB to 27.2 dB after 6 months of Vibrant soundbridge(TM) use (p < 0.001). The auditory recognition of monosyllable words improved significantly after surgery (from 61.0% to 91.3%). In HINT, we also found a statistically significant improvement (p < 0.001) in the sentence recommencement threshold from 67.1 dB to 45.9 dB and the mean S/R ratio improved from 5.6 dB to 1.4 dB (p = 0.009). Conclusions: Systematization of the Vibrant soundbridge(TM) surgical technique in patients with bilateral congenital aural atresia allowed safe surgery without postoperative complications and resulted in positive audiological results in the test population

Os deficientes auditivos têm uma forma peculiar de uso das tecnologias de informação e comunicação (TICs). Como grupo de usuários, essas pessoas nem sempre são consideradas como usuários nos modelos de interação de sistemas comerciais. O objetivo desta pesquisa é conceber uma ferramenta adequada às necessidades dos surdos, que os apoie na interação com páginas da web. Para isso, estudaram-se as particularidades da comunidade surda com as TICs e as barreiras encontradas durante a interação. Com base em outras interfaces destinadas aos surdos avaliou-se a opinião de uso das mesmas pela comunidade surda e a partir disso desenvolveu-se o protótipo da ferramenta, que é um complemento aos navegadores. Essa ferramenta privilegia a autonomia do surdo, por isso é composta de recursos que poderão ser usados na medida em que o usuário necessite e ache adequado durante a sua interação. / Deaf people are seldom considered as users in interaction modeling of commercial systems. This kind of user has a peculiar way to use information and communication technologies (ICTs). The objective of this research is to build a tool based on an interaction model suitable for deaf people. We studied peculiarities of deaf community with ICT and barriers encountered during interaction. Interfaces designed for deaf people were evaluated by people from this community, and following the results of this evaluation, a web browser plug-in was conceived. This tool is composed by several resources that support deaf user needs based on interaction elements that were considered appropriate for their interaction.

In my diploma thesis I deal with the problematic of people with hearing impairment. I introduce Deaf culture to Czech theological reflection and then concrete Christian communities in the Czech Republic, where deaf people gather. I analyze specifics of these communities, what is the role of the deaf people and using of sign language. I end up with theological reflection from the perspective of people with disabilities and then I introduce specifics of theology from the perspective of the Deaf. Keywords Hearing Impairment, Deaf culture, Deaf studies, Disability Theology, Deaf Christian Communities, Deaf Theology

The aim of this study is to qualitatively point out a variation of perceptions among the including strategies in swedish sign language environments. The environments involve both preschools and special schools, because preschools are the first step of a lifelong learning process that is coherent with schools. Including involves not only being there physically in the environment but also being able to communicate via technical options and visual availability. The study is grounded on 11 semi structured interviews via telephone which are analyzed by a phenomenographic method. The respondents are preschool teachers, teachers, specialized educators, head of preschool and nannies. The method includes a pilot interview before the actual interviews to make sure that the questions are of good quality. Discussion related to swedish preschool curriculum and children's own perspective occurs throughout the study. But also an angle on the data via visual and auditory perspectives. In our study we have been able to see diversity in the respondents perceptions on including strategies. This means that there are varying direct inclusion opportunities for the children in the current environments. A diversity that may or may not be equivalent to children's individual needs. Proposals for further research is presented with alternatives for both qualitative and quantitative studies. The conclusion of the study is that strategies for inclusion are perceived differently depending on the staffs view of inclusion. With different perspectives of the concept, different including strategies are also used with children in practice and in the environment. It is advantageous in the Swedish sign language environment to access children’s own language, which includes an accessible environment that should be based on the child’s needs. A common aspect points to children’s inclusion to the extent that staff offer children inclusion. Regardless of children’s existence in the environment, children’s inclusion cannot take place unless staff are deliberately working to include all children despite requirements.

Children frequently experience fluctuating conductive hearing loss during and following episodes of otitis media with effusion. With the prevalence of the disease increasing in the non-Aboriginal population in Australia, many children may be at risk of long-term learning and behavioural problems. There are conflicting findings in the research literature regarding the effects of this type of hearing loss. Although it is expected that the insertion of tympanostomy tubes (grommets) will reduce the duration and prevalence of both the disease and the conductive hearing loss, this does not always happen. For some primary school aged children it appears that experience with otitis media with effusion with or without grommet insertion is associated with various education problems including poor academic achievement and inappropriate behaviour. A current concern is whether or not these possible effects would continue to influence the learning and behaviour of children as they continue into their high school years. A review of the literature suggests that multiple factors including interrelationships between experience of otitis media with effusion, family and childcare environments may be involved in explaining why some students do not achieve as expected at school (Roberts et al., 2000). The literature further suggests there may be a cumulative effect in these factors, which introduces both quantitative and qualitative aspects to the discussion. A study was undertaken to identify the impact of otitis media with effusion and its associated sequelae on the learning and behaviour of high school students. Information from parents of high school students in Years 8 and 9 was used to identify students for inclusion in the study and to provide information on their medical and educational history as well as the parents' perceptions of various aspects of the students' learning and behaviour (including social skills). Three groups were formed: a Non-OME/Non-Grommet Group (n = 28), an OME/Grommet Group (n = 17) and an OME/Non-Grommet Group (n = 32). The TORCH, WRAT 3 and the Test of Syntactic Abilities (Screening Test) were administered to the students who also provided their own perceptions of specific aspects of their own learning and behaviour on a survey form. Teachers' perceptions on these areas were also collected. School academic records as well as data from school behavioural records were used. Analysis of the results revealed a range of mild effects. These included poorer academic results particularly for girls with a history of grommets, who also exhibited a lack of confidence in their social skills. An increase in behaviour problems for boys with a history of the disease (with or without grommets) was also found. The study identifies a number of associated teaching and learning issues including noise levels in childcare environments and school classrooms, current teaching and learning methodology and the training of new teachers. It recommends a number of areas for future research including more in-depth questioning of parents regarding their awareness of hearing problems in their children, the use of more fine-grained measures to assess learning outcomes and the identification of possible gender differences associated with the disease and experiences with grommets.

<p>Cochleaimplantat (CI) är ett hörselhjälpmedel som kan ge barn med grav hörselnedsättning eller dövhet möjlighet att höra och utveckla talat språk. Svenska grundskolebarn med CI har tidigare visats ha en något nedsatt prosodisk förmåga och fonologiskt arbetsminne även om stora individuella variationer förekommer.</p><p>Syftet med föreliggande studie var att undersöka prosodisk förmåga och fonologiskt arbetsminne hos svenska förskolebarn med CI. Vidare undersöktes samband mellan prosodisk förmåga och fonologiskt arbetsminne. I studien deltog sex förskolebarn med CI och totalt 18 normalhörande kontroller, varav sex var ålders-, köns- och dialektmatchade med barnen med CI.</p><p>Barnen med CI i föreliggande studie uppvisade som grupp signifikant lägre resultat än de normalhörande barnen på test avseende prosodisk produktion på ord-, fras- och diskursnivå samt på test som undersöker fonologiskt arbetsminne. Gällande receptiv prosodisk förmåga förekom inga signifikanta skillnader. Vid jämförelse med svenska grundskolebarn med CI framkom att både yngre och äldre barn med CI har svårigheter med prosodi på samtliga nivåer. Vidare jämförelser indikerar att en utveckling av receptiv prosodisk förmåga sker under förskole- och skolåren. Korrelationsberäkningarna tyder på att det föreligger ett samband mellan prosodisk förmåga och fonologiskt arbetsminne.</p><p>Barnen med CI i föreliggande studie är en heterogen grupp och några barn uppvisade på vissa deltest likvärdiga resultat som sina matchade kontroller, vilket visar att CI ger goda förutsättningar att utveckla prosodiska förmågor och talad kommunikation.</p> / <p>Cochlear Implant (CI) is a hearing device that can enable deaf children or children with severe hearing impairment to hear and to develop spoken language. Research has shown that Swedish school aged children with CI have poor prosodic abilities to some extent, as well as poor phonological working memory. However, there are large individual differences.</p><p>The aim of the present study was to investigate prosodic abilities and phonological working memory in Swedish preschool children with CI. Moreover, the relation between prosodic abilities and phonological working memory was examined. Six preschool children with CI participated in the study. The control group consisted of 18 children with normal hearing, out of which six children were matched for age, sex and regional dialect to the children with CI.</p><p>In the present study the children with CI as a group demonstrated significantly lower results compared to the children with normal hearing on tests concerning prosodic production abilities at word, phrase and discourse level and tests concerning phonological working memory. No significant differences emerged regarding receptive prosodic abilities. In comparison to Swedish school aged children with CI it was shown that both younger and older children with CI have difficulties at all prosodic levels. Furthermore, the comparisons indicate that receptive prosodic skills develop during preschool and school years. Results also indicate a connection between prosodic abilities and phonological working memory.</p><p>The children with CI in the present study is a heterogeneous group and a few children demonstrated equivalent results as their matched controls on some parts of the tests, which show that CI provides a good foundation for developing prosodic abilities and spoken communication.</p>