Why is it that the intervention of speech rehabilitation is not good?
Interpretation from the perspective of auditory cortical function development:
Cortical decoupling and cross-model recombination at the end of the sensitive phase suggest a hypothesis that the high cortex will become decoupled from the primary auditory cortex. In the study of normal hearing cats, the high cortex–The cortical auditory pathway and the secondary auditory cortex project back into the primary auditory subcortical layer and then back to the subcortical auditory region. However, in those congenital civet cats that were implanted beyond the sensitive phase, studies revealed granules in the auditory cortex. There is no auditory activity in the lower layer, which results in functional decoupling of the primary and secondary auditory cortex, as well as the auditory cortex and the subcortical auditory region due to the lack of auditory activity in the subgranular layer. Prompting the role and role of the secondary auditory cortex in the processing and integration of auditory stimuli, which may explain that poor speech and speech rehabilitation in children who are implanted in the cochlea or wearing hearing aids late may be potentially partial or complete. Coupling reasons.
If auditory stimuli are not given in time, functional decoupling occurs between the primary and secondary auditory cortex, and then it is likely that the auditory cortical region will be easily aggregated by other sensory organs. This is known as trans-mode cortical recombination, or when a sensory organ deprivation (such as auditory deprivation) occurs by other non-deprived sensory organs (such as visual or proprioception) to the auditory cortex to perform the process of aggregate organ processing. .
This trans-sensory channel reorganization has been demonstrated in adult rickets and has also been demonstrated in deaf patients including children with cochlear implants or hearing aids, as well as in patients with unilateral hernias.
About cross-sensory channel reorganization:
Hearing aid/Cochlear implants are only responsible for hearing the child and are not responsible for understanding. In other words, when all the sound signals are transmitted to the auditory cortical center through the auditory nervous system, how will the brain recognize?
Regardless of how well your hearing aids or cochlear implants are tuned, these sound waves (current pulses) are meaningless until they are recognized by the brain’s auditory cortex and become readable sounds, words or music. This is why the child can hear the sound of drumming and clapping after the baby is turned on, but the reason why you call his name behind him is indifferent.
We must know that our brain has a lot of room to grow and change. That is to say, the effect of a child implanting a cochlear implant or wearing a hearing aid is largely determined by the plasticity of the brain. It is precisely because of this that we recommend that children early detection, early intervention, early treatment, in order to recover early. Because the younger the child, the more flexible the brain has.
There is also a saying about the brain called trans-sensory channel reorganization.
Simply put, what we are doing can shape the brain. If the child hears more and more things, his hearing center will be more developed; on the contrary, if the child experiences a long period of hearing loss and instead relies on visual communication, then the part of the auditory center responsible for hearing will be deprived He used or completely lost, for example, was taken to develop vision, so many children who lost their hearing are very good at drawing and have strong observation.
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