| Abstract Information: |
| Title: |
Language Outcomes of Young Children with Cochlear Implants and Additional Disabilities |
| Primary Track: |
3-Early Intervention
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| Keyword(s): |
additional disabilities, cochlear implants |
Abstract: |
Objective:
The objective is to quantify post-implant language skills among deaf children with developmental disabilities and evaluate differences in these skills compared to hearing children with similar degrees of disability.
Methods:
This study uses a prospective 1:1 matched design, matching on the level of cognitive ability and age. Children with additional disabilities receiving implants < 36 months and with at least one year of experience with their implant were evaluated using the Preschool Language Scale-IV (PLS-IV). Hearing children with similar developmental abilities and ages completed a language evaluation.
Results:
26 subjects (17 CI and 9 matched controls) have been enrolled thus far. A third of the children had one developmental concern, 1/3 had 2 developmental concerns and 1/3 had 3. The median (range) post-CI expressive and receptive language quotients (LQ) were 32 (11-119) and 35.5 (7-116) respectively.
71% of CI subjects utilized a combination of communication approaches that incorporated speech, sign language, and/or behavior. 90% of subjects were enrolled in >1 type of therapy.
Children had increases in median expressive and receptive LQ post implant (11.8 points, p=0.03; 9.8 points, p=0.004). Developmental quotients (DQ) were highly correlated with the LQs of children in the study (rho=0.83, p<0.001). The LQs were significantly lower than the DQs (median 22 point difference for expressive and 15 points for receptive p<0.01).
Seventy percent of CI subjects utilized a sign language interpreter during testing, which increased expressive and receptive scores (LQ) when compared to auditory only testing.
Nearly all children made some language progress over time, though their rate of progress was much slower than originally anticipated and did not meet their hearing matched peers in language levels.
Conclusion:
Understanding the impact of an additional disability on language outcomes and therapy strategies is important for maximizing a child’s potential and providing effective and intervention services. |
| Presentation(s): |
Not Available
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| Handouts: |
Not Available
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