–The research described in this Acoustics Lay Language Paper may not have yet been peer reviewed–
Project ELLA (Early Language and Literacy for All) is an exciting new program designed to boost early language and literacy skills in young children. The program uses a simple yet powerful message, “Catch and Pass,” to teach parents, grandparents, daycare teachers and other caregivers the importance of having back-and-forth conversations with children from birth. These interactions help build and strengthen the brain’s language pathways, setting the foundation for lifelong learning.
Developed by the Cleveland Hearing & Speech Center, Project ELLA focuses on helping children in the greater Cleveland area, especially those in under-resourced communities. Community health workers visit neighborhoods to build trust with neighbors, raise awareness about the importance of responsive interactions for language development, and help empower families to put their children on-track for later literacy (See Video1). They also identify children who may need more help through speech and language screenings. For children identified as needing more help, Project ELLA offers free speech-language therapy and support for caregivers at Cleveland Hearing & Speech Center.
The success of the project is measured by tracking the number of children and families served, the progress of children in therapy, the knowledge and skills of caregivers and teachers, and the partnerships established in the community (See Fig. 1). Project ELLA is a groundbreaking model that has the potential to transform language and literacy development in Cleveland and beyond.
Archie’s Cochlear Implant Laboratory, The Hospital for Sick Children, University of Toronto, The Hospital for Sick Children, TORONTO, ON, M5G1X8, Canada
Popular version of 3aPP5 – Non-auditory processing of cochlear implant stimulation after unilateral auditory deprivation in children
Presented at the 184 ASA Meeting
Read the abstract at https://doi.org/10.1121/10.0018669/
Decades of research have shown that hearing from only one ear in childhood should not be dismissed as a “minimal” hearing problem as it can impair language, cognitive, and academic development. We have been exploring whether there are effects of unilateral hearing on the developing brain. A series of studies has been done in children who have one deaf ear and who hear from the other side through a normal or typically hearing ear, a hearing aid, or a cochlear implant. We record electrical fields of brain activity from electrodes placed on the surface of the head (encephalography); we then calculate what parts of the brain are responding.
The findings show that auditory pathways from the hearing ear to the auditory cortices are strengthened in children with long term unilateral hearing. In other words, the hearing brain has developed a preference for the hearing ear. As shown in Figure 1, responses from the better hearing ear were also from areas of the brain involving attention and other sensory processing. This means that areas beyond the auditory parts of the brain are involved in hearing from the better ear.
Figure 1 legend: Cortical areas abnormally active from the experienced ear in children with long periods of unilateral cochlear implant use include left frontal cortex and precuneus.Adapted from Jiwani S, Papsin BC, Gordon KA. Early unilateral cochlear implantation promotes mature cortical asymmetries in adolescents who are deaf. Hum Brain Mapp. 2016 Jan;37(1):135-52. doi: 10.1002/hbm.23019. Epub 2015 Oct 12. PMID: 26456629; PMCID: PMC6867517.
We also asked whether there were brain changes from the ear deprived of sound in children. This question was addressed by measuring cortical responses in three cohorts of children with unilateral hearing who received a cochlear implant in their deaf ear (single sided deafness, bilateral hearing aid users with asymmetric hearing loss, and unilateral cochlear implant users). Many of these children showed atypical responses from the cochlear implant with unusually strong responses from the brain on the same side of the deaf implanted ear. As shown in Figure 2, this unusual response was most clear in children who had not heard from that ear for several years (Figure 2A) and was already present during the first year of bilateral implant use (Figure 2B).
Figure 2 legend: Cortical responses evoked by the second cochlear implant (CI-2) in children receiving bilateral devices. A) Whereas expected contralateral lateralization of activity is evoked in children with short periods of unilateral deprivation/short delays to bilateral implantation, abnormal ipsilateral responses are found in children with long periods of unilateral deprivation despite several years of bilateral CI use. Adapted from: Gordon KA, Wong DD, Papsin BC. Bilateral input protects the cortex from unilaterally-driven reorganization in children who are deaf. Brain. 2013 May;136(Pt 5):1609-25. doi: 10.1093/brain/awt052. Epub 2013 Apr 9. PMID: 23576127. B) Abnormal ipsilateral responses are also found throughout the first year of bilateral CI use in children with long periods of unilateral deprivation/long delays to bilateral CI. Adapted from Anderson CA, Cushing SL, Papsin BC, Gordon KA. Cortical imbalance following delayed restoration of bilateral hearing in deaf adolescents. Hum Brain Mapp. 2022 Aug 15;43(12):3662-3679. doi: 10.1002/hbm.25875. Epub 2022 Apr 15. PMID: 35429083; PMCID: PMC9294307
New analyses have shown that this this response from the CI in the longer deaf ear includes areas of the brain involved in attention, language, and vision.
Results across these studies demonstrate brain changes that occur in children with unilateral hearing/deprivation. Some of these changes happen in the auditory system but others involve other brain areas and suggest that multiple parts of the brain are working when children listen with their cochlear implants.
Improving Child Development by Monitoring Noisy Daycares #ASA183
Noise levels can negatively impact children and staff but focusing on the sound environment can help.
Media Contact: Ashley Piccone AIP Media 301-209-3090 media@aip.org
NASHVILLE, Tenn., Dec. 8, 2022 – During some of their most formative years, many children go to daycare centers outside their homes. While there, they require a supportive, healthy environment that includes meaningful speech and conversation. This hinges on the soundscape of the childcare center.
Understanding the soundscape in a daycare center can improve childhood development. Credit: George G. Meade Public Affairs Office
In his presentation at the 183rd Meeting of the Acoustical Society of America, Kenton Hummel of the University of Nebraska – Lincoln (UNL) will describe how soundscape research in daycares can improve child and provider outcomes and experiences. The presentation, “Applying unsupervised machine learning clustering techniques to early childcare soundscapes,” will take place on Dec. 8 at 11:25 a.m. Eastern U.S. in the Summit A room, as part of the meeting running Dec. 5-9 at the Grand Hyatt Nashville Hotel.
“Few studies have rigorously examined the indoor sound quality of childcare centers,” said Hummel. “The scarcity of research may deprive providers and engineers from providing the highest quality of care possible. This study aims to better understand the sound environment of childcare centers to pave the way toward better childcare.”
The goal of the research is to understand the relationship between noise and people. High noise levels and long periods of loud fluctuating sound can negatively impact children and staff by increasing the effort it takes to communicate. In contrast, a low background noise level allows for meaningful speech, which is essential for language, brain, cognitive, and social/emotional development.
Hummel is a member of the UNL Soundscape Lab led by Dr. Erica Ryherd. Their team collaborated with experts in engineering, sensing, early childcare, and health to monitor three daycare centers for 48-hour periods. They also asked staff to evaluate the sound in their workplace. From there, they used machine learning to characterize the acoustic environment and determine what factors influence the child and provider experience.
“Recent work in offices, hospitals, and schools has utilized machine learning to understand their respective environments in a way that goes beyond typical acoustic analyses,” said Hummel. “This work utilizes similar machine learning techniques to build and expand on that work.”
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ABOUT THE ACOUSTICAL SOCIETY OF AMERICA The Acoustical Society of America (ASA) is the premier international scientific society in acoustics devoted to the science and technology of sound. Its 7,000 members worldwide represent a broad spectrum of the study of acoustics. ASA publications include The Journal of the Acoustical Society of America (the world’s leading journal on acoustics), JASA Express Letters, Proceedings of Meetings on Acoustics, Acoustics Today magazine, books, and standards on acoustics. The society also holds two major scientific meetings each year. See https://acousticalsociety.org/.
