Evaluation of language, attention, and memory skills in children with auditory brainstem implants


YILDIRIM GÖKAY N., YÜCEL E.

European Archives of Oto-Rhino-Laryngology, vol.281, no.4, pp.1683-1692, 2024 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 281 Issue: 4
  • Publication Date: 2024
  • Doi Number: 10.1007/s00405-023-08262-9
  • 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.1683-1692
  • Keywords: Attention, Auditory brainstem implant, Cochlear implant, Language, Memory
  • Hacettepe University Affiliated: Yes

Abstract

Purpose: This study aimed to evaluate attention, memory, and language skills in children with auditory brainstem implants and cochlear implants. Methods: This study included 20 children with auditory brainstem implants (ABI) and 20 cochlear implanted (CI) children between the ages of 6 years and 8 years 11 months and their families. “Test of Language Development: Primary (TOLD-P:4)” was used to assess language skills, "STROOP Test, Visual-Aural Digit Span (VADS) test, and Cancellation Test" were used to evaluate attention and memory skills. In addition, the functional outcomes of hearing skills in daily life were scored by “Auditory Behavior in Everyday Life (ABEL) scale”. The significance level was determined as 0.05. Results: Children with ABI showed lower language skills than children with CI in terms of TOLD-P:4 language test scores, STROOP sub-test completion times, and the VADS and Cancellation test scores (p < 0.05). In addition, statistically significant correlations were found between language, attention, memory skills, and auditory behavior scale. Conclusions: This study is one of the limited numbers of studies investigating cognitive processes in children with ABI. Since attention and memory are correlated with language skills, it is recommended that the development of cognition should be considered in follow-up and intervention approaches of children with ABI and/or CI.