Social and emotional functioning of children with cochlear implants: description of the sample

Schorr, Efrat A.; Roth, Froma P.

doi:10.1016/j.ics.2004.08.028

Cited by 9 publications

(13 citation statements)

References 12 publications

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“…The elevated scores on the BRI suggest that a period of profound deafness and associated language delay before cochlear implantation not only affects basic domain-specific speech and language processes but also affects self-regulation and emotional control, metacognitive processes not typically considered to be sequela of deafness and sensory deprivation in this population (see Schorr, 2005). The BRIEF scores from this new study provide additional converging evidence that multiple processing systems are linked together in development and that disturbances resulting from deafness are not domain-specific and restricted only to hearing and processing auditory signals by the peripheral auditory system.…”

Section: Brief Leaf and Chaos Rating Scales Of Executive Functionmentioning

confidence: 99%

Efficacy and Effectiveness of Cochlear Implants in Deaf Children

Pisoni¹,

et al. 2008

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Abstract.A large body of clinical research over the last decade demonstrates that cochlear implants work and provide significant speech and language benefits to profoundly deaf adults and prelingually deaf children. The most challenging research problem today is that cochlear implants do not work equally well for everyone who has a profound hearing loss and cochlear implants frequently do not provide much benefit at all under highly degraded listening conditions. Some individuals do extremely well on traditional audiologic outcome measures with their cochlear implants when tested under benign listening conditions in the clinic and research laboratory while others have much more difficulty. However, all patients with cochlear implants uniformly have difficulty in a number of challenging perceptual domains such as: listening in noise, talking on the telephone, localizing sounds, recognizing familiar voices and different dialects, identifying environmental sounds and listening to music. The enormous variability in outcome and benefit following implantation is not surprising because none of the current generation of cochlear implants successfully restores normal hearing or supports robust speech perception and spoken language processing across all of these difficult and highly variable listening conditions. The traditional outcome measures of audiologic benefit were never designed to assess, understand or explain individual differences in speech perception and spoken language processing. In this chapter, we summarize recent findings that suggest several promising new directions for understanding and explaining variability in outcome and benefit after implantation. These results have implications for the design of new cochlear implants as well as the development of radically new approaches to intervention, training and habilitation following implantation.

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Section: Brief Leaf and Chaos Rating Scales Of Executive Functionmentioning

confidence: 99%

Efficacy and Effectiveness of Cochlear Implants in Deaf Children

Pisoni¹,

et al. 2008

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“…Underlying skills include perception of facial expressions, perception of emotion in the vocal expressions of others, knowing the emotion words, and reasoning about emotions. Schorr (2005) notes that emotion understanding provides the "data bank" of knowledge, skills, and scripts that facilitate interpretation of social interactions and inform social behavior (p. 14). Little is known about how HI in early childhood influences these social cognitive understandings that underpin social interactions.…”

Section: Additional Research Frontiers In Psychosocial Developmentmentioning

confidence: 99%

Current State of Knowledge: Psychosocial Development in Children with Hearing Impairment

Moeller

2007

Ear &Amp; Hearing

132

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The purpose of this review is to synthesize historical and recent evidence concerning psychosocial development in children with mild to severe hearing impairment. Included are studies of quality of life, social-emotional development, self-concept, and social access. Concerns are raised about sampling issues and limited consistency in measurement strategies used. Interdisciplinary perspectives on social-emotional learning and development are integrated in an effort to identify research gaps and suggest future research needs. The need for prospective studies involving a new generation of children with early access to amplification is stressed.

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“…, Quittner et al (2004) or Schorr, (2005 the deprivation of auditory information and communication at an early age may be an obstacle for learning the main behavioral skills. In this sense, SLH specialist and classroom-teacher assessments did not reflect a clear existence of behavioral problems in implanted children.…”

Section: Discussionmentioning

confidence: 99%

“…Understanding that language is the main path for integrating information (Delgado, 2011;Jiménez, 2011) and, in turn, many of the norms and conducts of socialization, the communication difficulties present in children with hearing loss may be a barrier for acquiring the prosocial conducts and skills that enable integration in their contexts of reference, which are fundamentally hearing-based (Calderón & Greenberg, 2003;Schorr, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…This may be due to their inability to interact verbally at the same pace as their peers, which consequently limits opportunities to develop similar prosocial skills and behaviors (Dye & Hauser, 2014;Punch & Hyde, 2010). Schorr (2005) stated that boys and girls between the ages of 5 and 9 experienced the same level of solitude as hearing children of the same age. In the case of children implanted between the ages of 9 and 14, low self-perception and exhibitions of solitude were greater to those of their hearing peers.…”

Section: Introductionmentioning

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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Social and emotional functioning of children with cochlear implants: description of the sample

Cited by 9 publications

References 12 publications

Efficacy and Effectiveness of Cochlear Implants in Deaf Children

Efficacy and Effectiveness of Cochlear Implants in Deaf Children

Current State of Knowledge: Psychosocial Development in Children with Hearing Impairment

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

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