The Effects of Cochlear Implantation and Educational Audiology Services on Language Skills: A Case Study

Purpose Hearing loss can affect many aspects of a child’s life, particularly their language abilities and academic performance. Literature shows that children with hearing loss are more likely to have language deficits compared to their hearing peers (Tomblin et al., 2015). The degree to which language skills are affected has been shown to correlate with various factors, such as age of identification, hearing levels, and amount of speech and language intervention (Delage & Tuller, 2020; Shojaei et al., 2016). The aim of this research study was to assess how cochlear implantation and speech-language intervention affects the language skills and academic grades of one child with hearing loss. Method A case study method was utilized in order to gather detailed information on the language development of the child as treatment measures were implemented. Using a pre-and post-test research design, researchers gathered data on the child’s narrative skills and classroom grades before and after her cochlear implantation and continuous modifications and accommodations at school. Language abilities were determined using the story re-tell method in both language samples. The participant’s narrative was transcribed and analyzed using microstructure and macrostructure analysis. Results between the pre- and post-test language samples and the child’s grades in language arts, reading, and mathematics were compared and interpreted. Results Regarding microstructure, the child displayed reduction in five out of six microstructural errors and improvement in lexical and morphosyntactic diversity. In regards to macrostructure, the child improved in four out of seven elements, maintained status in two elements, and decreased in one element. The child’s grades increased in language arts from the pre- to post-test period, however decreased in reading and mathematics. Conclusion The results of the research show that the child’s language skills improved with cochlear implantation and educational audiology services. Overall, the participant showed improvement in both micro- and macrostructural language abilities as the treatment measures were implemented. While the participant’s grades in reading and mathematics decreased, academic growth was seen by both clinicians and researchers

Nonvital tooth bleaching: A review of the literature and clinical procedures

Tooth discoloration varies in etiology, appearance, localization, severity, and adhesion to tooth structure. It can be defined as being extrinsic or intrinsic on the basis of localization and etiology. In this review of the literature, various causes of tooth discoloration, different bleaching materials, and their applications to endodontically treated teeth have been described. In the walking bleach technique the root filling should be completed first, and a cervical seal must be established. The bleaching agent should be changed every 3-7 days. The thermocatalytic technique involves placement of a bleaching agent in the pulp chamber followed by heat application. At the end of each visit the bleaching agent is left in the tooth so that it can function as a walking bleach until the next visit. External bleaching of endodontically treated teeth with an in-office technique requires a high concentration gel. it might be a supplement to the walking bleach technique, if the results are not satisfactory after 3-4 visits. These treatments require a bonded temporary filling or a bonded resin composite to seal the access cavity. There is a deficiency of evidence-based science in the literature that addresses the prognosis of bleached nonvital teeth. Therefore, it is important to always be aware of the possible complications and risks that are associated with the different bleaching techniques