{"title":"Examination of Language, Behavioral, Academic, and Social Skills of Cochlear Implant Users in Early Primary Education.","authors":"Merve İkiz, Esra Yücel","doi":"10.1055/a-1889-6534","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong> Cochlear implants (CIs) improve spoken language skills as well as social and academic performance in children with severe and profound sensorineural hearing loss.</p><p><strong>Purpose: </strong> We compare the social skills, academic competence, and problem behaviors in children with CIs and their typical-hearing peers and investigate the relationship between language skills and social skills, academic competence, and problem behaviors in children with CIs.</p><p><strong>Research design: </strong> Thirty-two children with CIs were divided into two groups according to implantation age: early (<i>n</i> = 17) and late-implanted group (<i>n</i> = 15). The control group was formed by the inclusion of five same-sex classmates of each implanted child selected by the teachers of the children with CIs. Thus, 160 typical-hearing children were included in the control group.</p><p><strong>Study sample: </strong> Thirty-two children with CIs and 160 typical-hearing children participated in this study.</p><p><strong>Data collection and analysis: </strong> Primary school teachers rated the children's social skills, academic competence, and problem behaviors using the Social Skills Rating System (SSRS). The language skills of the children with CIs were assessed with the Turkish Expressive and Receptive Language Test (TIFALDI).</p><p><strong>Results: </strong> A statistically significant difference was found between the SSRS scores of the study and control groups, which was mostly due to lower social skills, and academic competence, and higher problem behavior ratings in the late-implanted group. In the study group, there was a statistically significant correlation between TIFALDI and SSRS scores.</p><p><strong>Conclusion: </strong> Early cochlear implantation provides advantages in social skills and vocabulary for children with profound congenital hearing loss. Late-implanted children need special support in different developmental areas despite attending mainstream education.</p>","PeriodicalId":50021,"journal":{"name":"Journal of the American Academy of Audiology","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the American Academy of Audiology","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1055/a-1889-6534","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/7/1 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Cochlear implants (CIs) improve spoken language skills as well as social and academic performance in children with severe and profound sensorineural hearing loss.
Purpose: We compare the social skills, academic competence, and problem behaviors in children with CIs and their typical-hearing peers and investigate the relationship between language skills and social skills, academic competence, and problem behaviors in children with CIs.
Research design: Thirty-two children with CIs were divided into two groups according to implantation age: early (n = 17) and late-implanted group (n = 15). The control group was formed by the inclusion of five same-sex classmates of each implanted child selected by the teachers of the children with CIs. Thus, 160 typical-hearing children were included in the control group.
Study sample: Thirty-two children with CIs and 160 typical-hearing children participated in this study.
Data collection and analysis: Primary school teachers rated the children's social skills, academic competence, and problem behaviors using the Social Skills Rating System (SSRS). The language skills of the children with CIs were assessed with the Turkish Expressive and Receptive Language Test (TIFALDI).
Results: A statistically significant difference was found between the SSRS scores of the study and control groups, which was mostly due to lower social skills, and academic competence, and higher problem behavior ratings in the late-implanted group. In the study group, there was a statistically significant correlation between TIFALDI and SSRS scores.
Conclusion: Early cochlear implantation provides advantages in social skills and vocabulary for children with profound congenital hearing loss. Late-implanted children need special support in different developmental areas despite attending mainstream education.
背景:目的:我们比较了植入人工耳蜗儿童和典型听力同龄人的社交能力、学习能力和问题行为,并调查了植入人工耳蜗儿童的语言技能与社交能力、学习能力和问题行为之间的关系:根据植入年龄将 32 名 CI 儿童分为两组:早期植入组(17 人)和晚期植入组(15 人)。对照组由植入人工耳蜗儿童的教师为每名儿童挑选五名同性同学组成。因此,对照组中有 160 名典型听力儿童:数据收集与分析:小学教师使用 "社交技能评分系统"(SSRS)对儿童的社交技能、学习能力和问题行为进行评分。用土耳其表达和接受语言测试(TIFALDI)对患有 CI 的儿童的语言能力进行评估:研究组和对照组的社会技能评分系统得分在统计学上存在明显差异,这主要是由于后期植入组儿童的社会技能和学习能力较低,问题行为评分较高。在研究组中,TIFALDI 和 SSRS 分数之间存在统计学意义上的显著相关性:结论:早期人工耳蜗植入为患有深度先天性听力损失的儿童提供了社交技能和词汇方面的优势。晚期植入耳蜗的儿童尽管接受主流教育,但仍需要在不同的发展领域获得特殊支持。
期刊介绍:
The Journal of the American Academy of Audiology (JAAA) is the Academy''s scholarly peer-reviewed publication, issued 10 times per year and available to Academy members as a benefit of membership. The JAAA publishes articles and clinical reports in all areas of audiology, including audiological assessment, amplification, aural habilitation and rehabilitation, auditory electrophysiology, vestibular assessment, and hearing science.