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
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
