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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

697
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...
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Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Related Experiment Video

Updated: Apr 29, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Language outcomes for children with cochlear implants enrolled in different communication programs.

Ennur Yanbay, Louise Hickson, Nerina Scarinci

    Cochlear Implants International
    |May 29, 2014
    PubMed
    Summary

    Early diagnosis and family involvement significantly improve language outcomes for pediatric cochlear implant users, regardless of communication program. These factors are crucial for successful post-implantation development.

    Keywords:
    Auditory–oralAuditory–verbal therapyChildrenCochlear implantsCommunication programsEarly diagnosisFamily involvementLanguage outcomesSign language

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    Area of Science:

    • Pediatric audiology and language development.
    • Cochlear implant research.
    • Communication sciences and disorders.

    Background:

    • Pediatric cochlear implantation is a critical intervention for prelingual hearing loss.
    • Various communication programs exist for cochlear implant users, including sign and spoken language, auditory-oral, and auditory-verbal therapy.
    • Understanding factors influencing language outcomes is essential for optimizing intervention strategies.

    Purpose of the Study:

    • To compare language outcomes among pediatric cochlear implant users in three distinct communication programs.
    • To identify factors that influence language development in this population.

    Main Methods:

    • Retrospective analysis of language assessment scores (receptive vocabulary, auditory comprehension, expressive communication) in 42 prelingual pediatric cochlear implant users.
    • Data collected included age at implantation, early intervention history, device details, demographics, and family involvement.
    • Statistical analysis adjusted for potential covariates.

    Main Results:

    • No significant differences in language outcomes were found across the three communication program groups.
    • Significant variability in language outcomes was observed among children.
    • Early age at diagnosis of hearing loss and higher family involvement were significantly associated with better language outcomes.

    Conclusions:

    • Early diagnosis of hearing loss and high family involvement are key predictors of better post-implant language scores.
    • The type of communication approach used did not significantly impact language outcomes in this study.
    • These findings underscore the importance of timely diagnosis and active family participation in the rehabilitation process for pediatric cochlear implant recipients.