Browsing by Author "Miyamoto, Richard T."

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    Cochlear implantation in infants below 12 months of age
    (Elsevier, 2018-02-03) Miyamoto, Richard T.; Colson, Bethany; Henning, Shirley; Pisoni, David; Otolaryngology -- Head and Neck Surgery, School of Medicine
    To provide safety and efficacy data on infants implanted below 12 months of age. Methods: With the wide application of newborn hearing screening programs, infants with deafness are being identified at birth. When a hearing aid trial fails, cochlear implantation is the only option to restore hearing. Mounting evidence suggests that age at implantation is a strong predictor of language outcomes. Using the minimally invasive surgical technique we have employed for nearly two decades, a limited clinical trial was initiated in the year 2000 because this age limitation fell outside of FDA guidelines. The infants were initially assessed using the preferential listening paradigm to confirm that they could learn associations between speech sounds and objects. Sufficient time was allowed to pass to administer more traditional language measures. Results: No surgical or anesthetic complications occurred in this group of infants. The pattern of listening skill development mirrored that seen in normal hearing infants. Long-term language assessments using the Peabody Picture Vocabulary Test (PPVT) and other measures have demonstrated that many of infants achieved age appropriate language skills. Conclusion: Cochlear implantation in children less than 12 months of age is safe and efficacious as demonstrated by long-term PPVT language data.
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    Cochlear Implants - Past, Present, & Future
    (2015-10-29) Miyamoto, Richard T.
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    Effects of congenital hearing loss and cochlear implantation on audiovisual speech perception in infants and children
    (IOS Press, 2010) Bergeson, Tonya R.; Houston, Derek M.; Miyamoto, Richard T.; Otolaryngology -- Head and Neck Surgery, School of Medicine
    Purpose Cochlear implantation has recently become available as an intervention strategy for young children with profound hearing impairment. In fact, infants as young as 6 months are now receiving cochlear implants (CIs), and even younger infants are being fitted with hearing aids (HAs). Because early audiovisual experience may be important for normal development of speech perception, it is important to investigate the effects of a period of auditory deprivation and amplification type on multimodal perceptual processes of infants and children. The purpose of this study was to investigate audiovisual perception skills in normal-hearing (NH) infants and children and deaf infants and children with CIs and HAs of similar chronological ages. Methods We used an Intermodal Preferential Looking Paradigm to present the same woman’s face articulating two words (“judge” and “back”) in temporal synchrony on two sides of a TV monitor, along with an auditory presentation of one of the words. Results The results showed that NH infants and children spontaneously matched auditory and visual information in spoken words; deaf infants and children with HAs did not integrate the audiovisual information; and deaf infants and children with CIs initially did not initially integrate the audiovisual information but gradually matched the auditory and visual information in spoken words. Conclusions These results suggest that a period of auditory deprivation affects multimodal perceptual processes that may begin to develop normally after several months of auditory experience.
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    Hearing, Perception, and Language in Clinical and Typical Populations
    (Office of the Vice Chancellor for Research, 2010-04-09) Miyamoto, Richard T.; Bergson, Tonya R.; Burns, Debra S.; Chin, Steven B.; Houston, Derek M.
    The IUPUI Signature Center for Advanced Studies in Hearing, Perception, and Language is a multidisciplinary, multidepartmental, multischool center dedicated to the integration of knowledge and methodologies from different disciplines to study speech perception and production, music perception and production, language, and cognition in clinical populations across the lifespan. Examples of ongoing research include the assessment of adult cochlear implant users’ perception of pitch; pediatric cochlear implant users’ speech intelligibility, prosody, and vocal music production; infants’ perception of auditory labels for visual objects; and breast cancer survivors’ perception of musical patterns following chemotherapy. In one study, we documented differences in hearing and music cognition between breast cancer survivors who received adjuvant cancer treatment and healthy age- and educationmatched controls. Participants were 29 female breast cancer survivors and 29 healthy controls. All participants received an audiometric test to assess hearing and The Montreal Battery for Evaluation of Amusia, which assesses such perceptual areas as melodic organization, temporal organization, and melodic memory. Results showed a moderate negative correlation between hearing and melodic organization scores across all subjects. For music cognition variables, effect-size analyses of melodic organization tasks (contour, intervals, tonality) suggested that healthy controls scored better than breast cancer survivors, although not significantly. The Center for Advanced Studies in Hearing, Perception, and Language continues to apply both standard and innovative analysis methodology to address cognitive issues of relevance to both clinical and typical populations.
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    The History of the Department of Otolaryngology Head and Neck Surgery; 1909 - 2016
    (2016) Miyamoto, Richard T.; Lingeman, Raleigh E.
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    Introduction
    (ScienceDirect, 2017-12) Miyamoto, Richard T.; Otolaryngology -- Head and Neck Surgery, School of Medicine
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    Neurocognitive Risk in Children With Cochlear Implants
    (American Medical Association, 2014-07) Kronenberger, William G.; Beer, Jessica; Castellanos, Irina; Pisoni, David B.; Miyamoto, Richard T.; Psychiatry, School of Medicine
    IMPORTANCE Children who receive a cochlear implant (CI) for early severe to profound sensorineural hearing loss may achieve age-appropriate spoken language skills not possible before implantation. Despite these advances, reduced access to auditory experience may have downstream effects on fundamental neurocognitive processes for some children with CIs. OBJECTIVE To determine the relative risk (RR) of clinically significant executive functioning deficits in children with CIs compared with children with normal hearing (NH). DESIGN, SETTING, AND PARTICIPANTS In this prospective, cross-sectional study, 73 children at a hospital-based clinic who received their CIs before 7 years of age and 78 children with NH, with average to above average mean nonverbal IQ scores, were recruited in 2 age groups: preschool age (age range, 3–5 years) and school age (age range, 7–17 years). No children presented with other developmental, cognitive, or neurologic diagnoses. INTERVENTIONS Parent-reported checklist measures of executive functioning were completed during psychological testing sessions. MAIN OUTCOMES AND MEASURES Estimates of the RR of clinically significant deficits in executive functioning (≥ 1 SDs above the mean) for children with CIs compared with children with NH were obtained based on 2 parent-reported child behavior checklists of everyday problems with executive functioning. RESULTS In most domains of executive functioning, children with CIs were at 2 to 5 times greater risk of clinically significant deficits compared with children with NH. The RRs for preschoolers and school-aged children, respectively, were greatest in the areas of comprehension and conceptual learning (RR [95% CI], 3.56 [1.71–7.43] and 6.25 [2.64–14.77]), factual memory ( 4.88 [1.58–15.07] and 5.47 [2.03–14.77]), attention (3.38 [1.03–11.04] and 3.13 [1.56–6.26]), sequential processing (11.25 [1.55–81.54] and 2.44 [1.24–4.76]), working memory (4.13 [1.30–13.06] and 3.64 [1.61–8.25] for one checklist and 1.77 [0.82–3.83] and 2.78 [1.18–6.51] for another checklist), and novel problem-solving (3.93 [1.50–10.34] and 3.13 [1.46–6.67]). No difference between the CI and NH samples was found for visual-spatial organization (2.63 [0.76–9.03] and 1.04 [0.45–2.40] on one checklist and 2.86 [0.98–8.39] for school-aged children on the other checklist). CONCLUSIONS AND RELEVANCE A large proportion of children with CIs are at risk for clinically significant deficits across multiple domains of executive functioning, a rate averaging 2 to 5 times that of children with NH for most domains. Screening for risk of executive functioning deficits should be a routine part of the clinical evaluation of all children with deafness and CIs.