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J Am Acad Audiol 2021; 32(07): 433-444
DOI: 10.1055/s-0041-1730413
Research Article

Factors Associated with Speech-Recognition Performance in School-Aged Children with Cochlear Implants and Early Auditory-Verbal Intervention

Authors

  • Jace Wolfe

    1   Hearts for Hearing Foundation, Oklahoma City, Oklahoma

  • Mickael Deroche

    2   Department of Psychology, Concordia University, Montreal, Canada

  • Sara Neumann

    1   Hearts for Hearing Foundation, Oklahoma City, Oklahoma

  • Lindsay Hanna

    1   Hearts for Hearing Foundation, Oklahoma City, Oklahoma

  • Will Towler

    1   Hearts for Hearing Foundation, Oklahoma City, Oklahoma

  • Caleb Wilson

    3   University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma

  • Alexander G. Bien

    4   Department of Otolaryngology – Head & Neck Surgery, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma

  • Sharon Miller

    5   Department of Audiology & Speech-Language Pathology, University of North Texas, Denton, Texas

  • Erin C. Schafer

    5   Department of Audiology & Speech-Language Pathology, University of North Texas, Denton, Texas

  • Vincent Gracco

    6   Haskins Laboratories, Yale University, New Haven, Connecticut
    7   School of Communication Sciences & Disorders McGill University, Montreal, Canada
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Abstract

Background Considerable variability exists in the speech recognition abilities achieved by children with cochlear implants (CIs) due to varying demographic and performance variables including language abilities.

Purpose This article examines the factors associated with speech recognition performance of school-aged children with CIs who were grouped by language ability.

Research Design This is a single-center cross-sectional study with repeated measures for subjects across two language groups.

Study Sample Participants included two groups of school-aged children, ages 7 to 17 years, who received unilateral or bilateral CIs by 4 years of age. The High Language group (N = 26) had age-appropriate spoken-language abilities, and the Low Language group (N = 24) had delays in their spoken-language abilities.

Data Collection and Analysis Group comparisons were conducted to examine the impact of demographic characteristics on word recognition in quiet and sentence recognition in quiet and noise.

Results Speech recognition in quiet and noise was significantly poorer in the Low Language compared with the High Language group. Greater hours of implant use and better adherence to auditory-verbal (AV) therapy appointments were associated with higher speech recognition in quiet and noise.

Conclusion To ensure maximal speech recognition in children with low-language outcomes, professionals should develop strategies to ensure that families support full-time CI use and have the means to consistently attend AV appointments.

Keywords

cochlear implant - children - speech perception - data logging

Disclaimer

Any mention of a product, service, or procedure in the Journal of the American Academy of Audiology does not constitute an endorsement of the product, service, or procedure by the American Academy of Audiology.




Publikationsverlauf

Eingereicht: 08. Februar 2021

Angenommen: 22. März 2021

Artikel online veröffentlicht:
30. November 2021

© 2021. American Academy of Audiology. This article is published by Thieme.

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