Habilitation of children after cochlear implantation.

Abstract

　　Herein, we provide an outline of habilitation, including mapping and auditory verbal habilitation, and discuss issues and managements of psychological and social adaptation in pediatric patients undergoing cochlear implantation. Since the auditory input from a cochlear implant is complementary for the development of the language and speech, the appropriateness of mapping has an influence on auditory language learning and articulatory development in children undergoing cochlear implantation. During cochlear implant mapping in children, it is essential to avoid stimulation with a strong amount of charge in the charge amount setting, and to enable the cochlear implant to be worn stably and continuously with an appropriate charge amount map.

　　We consider that it is important to select the most adequate communication mode and method of habilitation for language development according to the cause of hearing impairment and other complications in individual children with cochlear implants.

　　It is necessary to anticipate psychological and social adaptation problems due to hearing limitations of cochlear implants at all stages of life, from childhood to adulthood, and to utilize cochlear implant hearing aid systems. We consider that it is important for continuous rehabilitation and support to be provided over the long term by a multidisciplinary team composed of doctors, speech therapists, and teachers of special hearing support schools to children with cochlear implants.