Irina Castellanos1, William G Kronenberger1,2,3,4, David B Pisoni1,2,3,4. 1. Department of Otolaryngology-Head and Neck Surgery, The Ohio State University, Columbus, Ohio. 2. Department of Psychiatry, Indiana University School of Medicine, Indianapolis, Indiana. 3. Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis, Indiana. 4. Speech Research Laboratory, Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana.
Abstract
OBJECTIVES: The objectives of this study were to investigate psychosocial outcomes in a sample of prelingually deaf, early-implanted children, adolescents, and young adults who are long-term cochlear implant (CI) users and to examine the extent to which language and executive functioning predict psychosocial outcomes. DESIGN: Psychosocial outcomes were measured using two well-validated, parent-completed checklists: the Behavior Assessment System for Children and the Conduct Hyperactive Attention Problem Oppositional Symptom. Neurocognitive skills were measured using gold standard, performance-based assessments of language and executive functioning. RESULTS: CI users were at greater risk for clinically significant deficits in areas related to attention, oppositional behavior, hyperactivity-impulsivity, and social-adaptive skills compared with their normal-hearing peers, although the majority of CI users scored within average ranges relative to Behavior Assessment System for Children norms. Regression analyses revealed that language, visual-spatial working memory, and inhibition-concentration skills predicted psychosocial outcomes. CONCLUSIONS: Findings suggest that underlying delays and deficits in language and executive functioning may place some CI users at a risk for difficulties in psychosocial adjustment.
OBJECTIVES: The objectives of this study were to investigate psychosocial outcomes in a sample of prelingually deaf, early-implanted children, adolescents, and young adults who are long-term cochlear implant (CI) users and to examine the extent to which language and executive functioning predict psychosocial outcomes. DESIGN: Psychosocial outcomes were measured using two well-validated, parent-completed checklists: the Behavior Assessment System for Children and the Conduct Hyperactive Attention Problem Oppositional Symptom. Neurocognitive skills were measured using gold standard, performance-based assessments of language and executive functioning. RESULTS: CI users were at greater risk for clinically significant deficits in areas related to attention, oppositional behavior, hyperactivity-impulsivity, and social-adaptive skills compared with their normal-hearing peers, although the majority of CI users scored within average ranges relative to Behavior Assessment System for Children norms. Regression analyses revealed that language, visual-spatial working memory, and inhibition-concentration skills predicted psychosocial outcomes. CONCLUSIONS: Findings suggest that underlying delays and deficits in language and executive functioning may place some CI users at a risk for difficulties in psychosocial adjustment.
Authors: Marc Marschark; William G Kronenberger; Mark Rosica; Georgianna Borgna; Carol Convertino; Andreana Durkin; Elizabeth Machmer; Kathryn L Schmitz Journal: J Deaf Stud Deaf Educ Date: 2016-09-29
Authors: Izabela A Jamsek; Rachael Frush Holt; William G Kronenberger; David B Pisoni Journal: J Speech Lang Hear Res Date: 2021-08-31 Impact factor: 2.674
Authors: Wouter J Rijke; Anneke M Vermeulen; Christina Willeboer; Harry E T Knoors; Margreet C Langereis; Gert Jan van der Wilt Journal: Front Psychol Date: 2022-06-23