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CC BY 4.0 · Int Arch Otorhinolaryngol 2025; 29(03): s00451809646
DOI: 10.1055/s-0045-1809646
Original Research

Effects of Music Training on Social, Behavioral, and Academic Skills of Children with Cochlear Implants from the School Teacher's Perspective

Authors

  • Paula Martins-Said 

    1   Cochlear Implant Division, Hospital de Reabilitação de Anomalias Craniofaciais, Universidade de São Paulo, Bauru, SP, Brazil

  • Kátia de Freitas Alvarenga 

    1   Cochlear Implant Division, Hospital de Reabilitação de Anomalias Craniofaciais, Universidade de São Paulo, Bauru, SP, Brazil
    2   Audiology Program, Department of Speech-Language Pathology, Faculdade de Odontologia de Bauru, Universidade de São Paulo, Bauru, SP, Brazil

  • Dagma Venturini Marques Abramides 

    2   Audiology Program, Department of Speech-Language Pathology, Faculdade de Odontologia de Bauru, Universidade de São Paulo, Bauru, SP, Brazil

Funding The authors declare that the present study was funded by Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Brazil.
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Abstract

Introduction

Music has been recognized as a therapeutic tool in auditory rehabilitation, promoting essential social and behavioral development in children with cochlear implants (CIs), as identified by the World Health Organization (WHO). Additionally, there is a lack of studies on the development of these skills in this context.

Objective

To investigate the effect of music training on the development of social, behavioral, and academic skills in children with CIs from the schoolteacher's perspective.

Methods

The present is an experimental study involving 10 children with CIs, aged between 6 and 10 years, who composed the experimental group. They had a semester of music training and were assessed through the Social Skills Rating System (SSRS) questionnaire at 4 different moments: 2 months before the beginning of the music training, at the beginning of the music training (first week of class), during the music training (3 months after the beginning), and at the end of the music training (6 months after the beginning). To compare the multiple SSRS assessments, we used the repeated measures analysis of variance (ANOVA) test and the Tukey test (p ≤ 0.05).

Results

The results showed a statistically significant improvement in social skills in terms of assertiveness, social resourcefulness, self-control, affectivity, cooperation, externalizing behavior problems, and academic competence.

Conclusion

From the schoolteacher's perspective CI-using children who had music training experienced an improvement in their social and academic skills and behavioral problems.

Keywords

music - deafness - cochlear implantation - social skills

Ethical Approval

Institutional affiliation of the Institutional Review Board or Animal Use Committee that provided consent for the research: The Ethics in Research Committee of the School of Dentistry at Universidade de São Paulo, Bauru, SP, Brazil.

Protocol or application number and Principal Investigator name submitted to the Institutional Review Board or Animal Use Committee for review of your research: protocol number 2.820.891

Principal Investigator: Paula Martins Said.


Data Availability Statement

The data supporting the findings of the present study can be made available by the corresponding author upon reasonable request.




Publikationsverlauf

Eingereicht: 16. August 2024

Angenommen: 24. März 2025

Artikel online veröffentlicht:
20. August 2025

© 2025. The Author(s). This is an open access article published by Thieme under the terms of the Creative Commons Attribution 4.0 International License, permitting copying and reproduction so long as the original work is given appropriate credit (https://creativecommons.org/licenses/by/4.0/)

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Bibliographical Record
Paula Martins-Said, Kátia de Freitas Alvarenga, Dagma Venturini Marques Abramides. Effects of Music Training on Social, Behavioral, and Academic Skills of Children with Cochlear Implants from the School Teacher's Perspective. Int Arch Otorhinolaryngol 2025; 29: s00451809646.
DOI: 10.1055/s-0045-1809646