Auditory-cognitive training improves language performance in prelingually deafened cochlear implant recipients

Area of Science:

• Audiology and Speech-Language Pathology
• Developmental Psychology
• Cognitive Neuroscience

Background:

• Phonological and working memory are foundational for spoken language development in typically hearing children.
• Children with cochlear implants (CI) often exhibit deficits in phonological skills, working memory, and spoken language compared to normal hearing peers.
• Understanding the impact of targeted interventions on these skills in CI users is critical for improving language outcomes.

Purpose of the Study:

• To investigate whether training phonological skills and auditory working memory can enhance spoken language performance in children with cochlear implants.
• To determine if improvements in foundational cognitive-linguistic skills translate to measurable gains in language abilities.

Main Methods:

• A cohort of 19 prelingually deafened children (ages 4-7) using CIs for over a year participated.
• Participants were matched on pre-implant hearing, enrollment hearing thresholds, and non-verbal IQ.
• Ten children received four weeks of combined phonological and working memory training, while nine served as a control group.

Main Results:

• Children who underwent combined phonological-working memory training demonstrated significant improvements in expressive and composite language scores.
• The trained group showed average gain scores of 6.35 in expressive language and 6.15 in composite language.
• Control group participants exhibited minimal test-retest gains (2.89 expressive, 2.56 composite), indicating the training's specific effect.

Conclusions:

• Targeted training of phonological and working memory skills can lead to enhanced spoken language performance in children using cochlear implants.
• These findings support the importance of addressing foundational cognitive-linguistic skills to optimize language development in pediatric CI users.
• Intervention strategies focusing on phonological awareness and working memory may be beneficial for improving overall language outcomes in this population.