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Year : 2014  |  Volume : 1  |  Issue : 2  |  Page : 57-63

Developmental outcomes of children with auditory neuropathy/dyssynchrony (auditory neuropathy spectrum disorder)

Department of Speech, Language & Hearing Sciences, University of Colorado, Boulder, Colorado, USA

Correspondence Address:
Christine Yoshinaga-Itano
Department of Speech, Language & Hearing Sciences, University of Colorado, Campus Box 409, Boulder, CO 80309-0409
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/2314-8667.149010

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Background This paper reviews current knowledge about the developmental outcomes of children with auditory neuropathy/auditory dyssynchrony (ANAD). Aim The article discusses the diverse variables that can impact developmental outcomes of this population of children with hearing loss and what is currently known in the literature. Since two-thirds of the children with ANAD have additional disabilities, this population of children is very complex. Patients The article discusses three children with very diverse developmental profiles including the differential diagnostic evaluations that supported decisions about communication approaches. Methods Three case histories of children with ANAD representing different individual characteristics and developmental trajectories are discussed. These three cases were chosen to represent the diversity of the population of children with ANAD. Results Case A is a child who received bilateral cochlear implantation and successfully developed listening and spoken language skills. Case B is a child who received bilateral cochlear implantation which did not result in successful listening and spoken language because of a breakdown at the level of the auditory cortex but is using sign language as a primary approach to learn to communicate. Case C is a child with significant co-morbidities including cerebral palsy and global developmental delays who is communicating through both spoken and signed language without the use of amplification. Conclusion Children with ANAD have significant diversity in their ability to access spoken language without amplification, with hearing aids and with cochlear implants. However, despite this diversity, when children are provided access to language through individualization and appropriate matching of both auditory and visual communication approaches, they can become successful language learners.

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