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Real-life performance considerations of four pediatric multi-channel cochlear implant recipients
S Vidas1, R Hassan, L S Parnes
1Department of Audiology and Vestibular Function, University Hospital, London, Ontario, Canada.
Insights
Pediatric cochlear implant recipients
Area of Science:
- Pediatric audiology
- Cochlear implant technology
- Speech-language pathology
Background:
- Pediatric cochlear implant (CI) programs often utilize a multidisciplinary team approach for post-implantation care.
- Varied perspectives among caregivers can impact the assessment of a child's progress after cochlear implantation.
Observation:
- This study examined the experiences of four children (aged 3-10) with Nucleus 22-channel cochlear implants over a minimum of nine months.
- Parent(s), therapists, and teachers completed questionnaires on observed speech and hearing performance in clinic, home, and school settings.
Findings:
- Performance in structured clinical/therapy settings often differed from performance in unstructured home/classroom environments.
- Discrepancies highlight differing perceptions of pediatric CI users' real-life performance based on evaluator and setting.
Implications:
- Assessing real-world performance requires considering diverse viewpoints and environmental contexts.
- This highlights the need for comprehensive evaluation strategies for pediatric cochlear implant recipients.
Abstract:
Most pediatric cochlear implant programs support a team approach for post-implant services. However, individuals directly involved in the care of these children often have differing opinions on the child's performance. We describe our experience with four children, aged 3 to 10 at the time of implantation, who have used the Nucleus 22-channel cochlear implant device for at least nine months. A questionnaire, focusing on the individual's observations of the child's speech and hearing performance in their particular setting (i.e., clinic, home, school), was completed by the child's parent(s), therapist and classroom teacher. Overall, performance in structured settings (i.e., testing and therapy sessions) was not in agreement with performance in unstructured settings (i.e., classroom and home environments). The results suggest that different individuals interacting with the same child in different environments often have differing perceptions of the child's performance. Based on the information obtained on the four cases, we discuss factors to consider in assessing the real-life performance of pediatric cochlear implant recipients.