Auditory performance and language skills in children with auditory brainstem implants and cochlear implants
European Archives of Oto-Rhino-Laryngology, vol.281, no.8, pp.4153-4159, 2024 (SCI-Expanded, Scopus)
- Publication Type: Article / Article
- Volume: 281 Issue: 8
- Publication Date: 2024
- Doi Number: 10.1007/s00405-024-08594-0
- Journal Name: European Archives of Oto-Rhino-Laryngology
- Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Academic Search Premier, BIOSIS, CAB Abstracts, EMBASE, MEDLINE, Veterinary Science Database
- Page Numbers: pp.4153-4159
- Keywords: Auditory brainstem implants, Auditory performance, Children, Cochlear implants, Language
- Hacettepe University Affiliated: Yes
Abstract
Purpose: This study aims to evaluate school-age language skills and auditory performance in different listening situations in children with cochlear implants and auditory brainstem implants. Method: The study included 60 children between the ages of 5 and 9 years with cochlear implants (CI) and auditory brainstem implants (ABI). The volunteer children were divided into two groups: bimodal CI-ABI and bilateral CI users. Test of Language Development: Primary (TOLD-P:4), which assesses components of language such as phonology, morphology, syntax and semantics, was used to evaluate school-age language skills. Children’s Auditory Performance Scale (CHAPS) was used to measure their listening performance in quiet, noisy, multi-stimulus environments and their auditory attention and memory skills in daily life. The correlations between language and auditory performance were analyzed and compared between the two groups. Results: Children with ABI showed poorer performance in school-age language skills and auditory performance in different listening environments (p < 0.05). Significant correlations were between school-age language skills and auditory performance (p < 0.05). Conclusion: Improved auditory performance is crucial for the development of school-age language skills. To improve auditory performance in children with ABI in different listening environments, assistive listening devices, acoustic environmental arrangements, informative activities, etc., should be used.