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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Intellectual Disability01:29

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...

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Updated: May 14, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
06:04

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Published on: March 24, 2023

Functional performance among children with cochlear implants and additional disabilities.

Jareen Meinzen-Derr1, Susan Wiley, Sandra Grether

  • 1Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, USA. Jareen.Meinzen-Derr@cchmc.org

Cochlear Implants International
|February 15, 2013
PubMed
Summary
This summary is machine-generated.

Children with cochlear implants (CI) and developmental disabilities showed similar self-care and mobility skills but lower social functioning compared to hearing peers. Language deficits may explain the social challenges in young CI users.

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Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
09:38

Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities

Published on: January 29, 2014

Area of Science:

  • Pediatric audiology
  • Developmental disabilities research
  • Rehabilitation medicine

Background:

  • Cochlear implants (CI) offer auditory access but functional outcomes in children with additional disabilities require further investigation.
  • Assessing daily functional skills is crucial for independence in children with developmental disabilities and hearing loss.

Purpose of the Study:

  • To evaluate daily functional skills in young cochlear implant (CI) recipients with co-occurring developmental disabilities.
  • To compare functional skills between children with CI and a hearing control group with similar disabilities.

Main Methods:

  • A cross-sectional study included 14 children with CI and 7 hearing controls, all with developmental disabilities.
  • The Pediatric Evaluation of Disability Inventory (PEDI) assessed Self-Care, Mobility, and Social Functioning.
  • Language skills were measured using the Preschool Language Scales, 4th edition.

Main Results:

  • Children with CI demonstrated functional independence comparable to hearing controls in Self-Care and Mobility.
  • Significantly lower social functioning standard scores were observed in children with CI compared to controls (P = 0.009).
  • This difference in social functioning became non-significant after controlling for nonverbal cognitive abilities and language level.

Conclusions:

  • Children with CI and developmental disabilities exhibit comparable self-care and mobility skills to hearing peers with similar conditions.
  • Lower social functioning in CI recipients may be linked to language deficits, highlighting the need for integrated assessments.
  • Regular evaluation of functional and language abilities is vital for maximizing independence in children with CI.