Children with cochlear implants: Cognitive skills, adaptive behaviors, social and emotional skills

Giacomo, Andrea De; Craig, Francesco; D’Elia, Alessandra; Giagnotti, Francesca; Matera, Emilia; Quaranta, Nicola

doi:10.1016/j.ijporl.2013.09.015

Cited by 38 publications

(30 citation statements)

References 17 publications

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“…In this sense, SLH specialist and classroom-teacher assessments did not reflect a clear existence of behavioral problems in implanted children. Similar results were obtained in other studies (Anmyr et al 2012;de Giacomo et al, 2013) in which it was suggested that the implanted children had similar adaptive behaviors to those of their hearing peers.…”

Section: Discussionsupporting

confidence: 90%

“…Similar to the results obtained in this study, Punch and Hyde (2010) observed that the vast majority of teachers who gave their opinion on the adaptive skills of these children, considered themselves to be in agreement with the idea that the implanted students had developed the social skills in accordance to their age. The studies by De Giacomo et al, (2013) andMartin, et al (2010) stated that there were no significant differences in the development of prosocial conducts between the implanted students and their hearing peers. Furthermore, in the first of the studies cited, it was possible to relate the use of the cochlear implant to an improvement in the development of prosocial behavior.…”

Section: Discussionmentioning

confidence: 99%

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Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Rosa

Pérez‐Jorge

JIménez³

et al. 2017

GJHS

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Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Rosa

Pérez‐Jorge

JIménez³

et al. 2017

GJHS

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show abstract

“…This suggests that these two groups of children developed at a similar rate, implying that the age of implantation is critical in de ning the overall outcome of the implantation. Age of implantation along with a variety of other demographic factors (chronological age, duration of deafness) in uence cognitive development subsequent to implantation (De Giacomo et al, 2013;Lyxell et al, 2003;Edwards et al, 2014;Harris et al, 2013;Fortunato et al, 2016;Schorr et al, 2009;Friesen et al, 2001). However, the differences for 7-9 year olds were not statistically signi cant (p > .05); this might be related to the relatively small sample size in this study.…”

Section: Discussionmentioning

confidence: 99%

Cognitive Functioning in Deaf Children Using Cochlear Implants

Almomani

Garadat

Alqudah

et al. 2020

Preprint

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BACKGROUND: Cognitive abilities like language, memory, reasoning, visualization, and perceptual functioning shape human action and are considered critical to the successful interaction with the environment. Alternatively, hearing loss can disrupt a child’s ability to communicate, and negatively impact cognitive development. Cochlear implants (CI) restore auditory input thereby supporting communication and may enhance cognitive performance. This study compares general cognitive development after cochlear implantation in two groups of children implanted earlier (age:4-6 years, N=22) and later (7-9 years, N=16) to the development of randomly selected normal hearing peers (N=48).DESIGN: Visualization, reasoning, memory, and attention were assessed using the Leiter-R scale at baseline (before implantation), and 8 months and 16 months post implantation for children with and without hearing loss RESULTS: Over the 16-month period, the cognitive improvement of 4-6 year old deaf children was greater than that of their normal hearing peers on all scales except for attention, while the improvement of 7-9 year olds was less major than that of their normal hearing peers on all scales. CONCLUSIONS: These results suggest that CI not only enhances communication skills but may improve cognitive functioning in deaf children. However, the extent of this improvement was dependent on age at intervention; current results demonstrated that the children received CI at young ages had better cognitive improvements.

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“…Deaf children can benefit from fitting a cochlear implant, an electronic device that picks up sounds from the environment (noise, sounds, words) and transforms them into elec trical energy that can directly stimulate the auditory nerve endings, producing auditory sensations in the brain [16]. Children with cochlear implants are beneficiaries of audi tory-verbal therapy, where they must learn to listen and identify sounds to learn to speak [16,17].…”

Section: Children With Cochlear Implantsmentioning

confidence: 99%

Assessing User Experience for Serious Games in Auditory-Verbal Therapy for Children with Cochlear Implant

Cano

Collázos

Aristizábal

et al. 2017

Advances in Intelligent Systems and Computing

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Information technology is transforming di erent areas, such as reha bilitation, in such a way that serious games are finding a use as an alternative in hearing therapies for children with cochlear implants, creating a motivating expe rience in children. As a result, the design of products for children depends on the skills they have to interact, because if they have a better experience they may have a better learning experience. Most existing methods of assessment are aimed at adults, although some have been adapted for children with special needs, including children with cochlear implants. This article presents a methodology that provides support for following the necessary guidelines and choosing tech niques adapted to the characteristics of the child. The methodology has been applied in the cases of 12 children with cochlear implants, where di erent methods have been used to assess user experience.

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Children with cochlear implants: Cognitive skills, adaptive behaviors, social and emotional skills

Cited by 38 publications

References 17 publications

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Cognitive Functioning in Deaf Children Using Cochlear Implants

Assessing User Experience for Serious Games in Auditory-Verbal Therapy for Children with Cochlear Implant

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