OBJECTIVE: The objective of this study was to evaluate the development of functional auditory skills, language, and adaptive behavior in deaf children with cochlear implants (CI) who also have additional disabilities (AD). DESIGN: A two-group, pre-test versus post-test design was used. STUDY SAMPLE: Comparisons were made between 23 children with CIs and ADs, and an age-matched comparison group of 23 children with CIs without ADs (No-AD). Assessments were obtained pre-CI and within 12 months post-CI. RESULTS: All but two deaf children with ADs improved in auditory skills using the IT-MAIS. Most deaf children in the AD group made progress in receptive but not expressive language using the preschool language scale, but their language quotients were lower than the No-AD group. Five of eight children with ADs made progress in daily living skills and socialization skills; two made progress in motor skills. Children with ADs who did not make progress in language, did show progress in adaptive behavior. CONCLUSIONS: Children with deafness and ADs made progress in functional auditory skills, receptive language, and adaptive behavior. Expanded assessment that includes adaptive functioning and multi-center collaboration is recommended to best determine benefits of implantation in areas of expected growth in this clinical population.
OBJECTIVE: The objective of this study was to evaluate the development of functional auditory skills, language, and adaptive behavior in deaf children with cochlear implants (CI) who also have additional disabilities (AD). DESIGN: A two-group, pre-test versus post-test design was used. STUDY SAMPLE: Comparisons were made between 23 children with CIs and ADs, and an age-matched comparison group of 23 children with CIs without ADs (No-AD). Assessments were obtained pre-CI and within 12 months post-CI. RESULTS: All but two deaf children with ADs improved in auditory skills using the IT-MAIS. Most deaf children in the AD group made progress in receptive but not expressive language using the preschool language scale, but their language quotients were lower than the No-AD group. Five of eight children with ADs made progress in daily living skills and socialization skills; two made progress in motor skills. Children with ADs who did not make progress in language, did show progress in adaptive behavior. CONCLUSIONS:Children with deafness and ADs made progress in functional auditory skills, receptive language, and adaptive behavior. Expanded assessment that includes adaptive functioning and multi-center collaboration is recommended to best determine benefits of implantation in areas of expected growth in this clinical population.
Authors: L Cupples; T Y C Ching; G Leigh; L Martin; M Gunnourie; L Button; V Marnane; S Hou; V Zhang; C Flynn; P Van Buynder Journal: J Intellect Disabil Res Date: 2018-06
Authors: Linda Cupples; Teresa Y C Ching; Kathryn Crowe; Mark Seeto; Greg Leigh; Laura Street; Julia Day; Vivienne Marnane; Jessica Thomson Journal: J Deaf Stud Deaf Educ Date: 2013-10-21
Authors: Linda Cupples; Teresa Y C Ching; Laura Button; Greg Leigh; Vivienne Marnane; Jessica Whitfield; Miriam Gunnourie; Louise Martin Journal: Int J Audiol Date: 2016-09-14 Impact factor: 2.117
Authors: Teresa Y C Ching; Harvey Dillon; Vivienne Marnane; Sanna Hou; Julia Day; Mark Seeto; Kathryn Crowe; Laura Street; Jessica Thomson; Patricia Van Buynder; Vicky Zhang; Angela Wong; Lauren Burns; Christopher Flynn; Linda Cupples; Robert S C Cowan; Greg Leigh; Jessica Sjahalam-King; Angel Yeh Journal: Ear Hear Date: 2013-09 Impact factor: 3.570
Authors: Diana Bigler; Kristen Burke; Nicholas Laureano; Kristan Alfonso; Julie Jacobs; Matthew L Bush Journal: Otolaryngol Head Neck Surg Date: 2018-09-11 Impact factor: 3.497