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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
Published on: March 24, 2023
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Linguistic Intervention Strategies Speech-Language Pathologists Use With Children Using Cochlear Implants
Daniela Mieres1, Josep-Maria Losilla2, Encarna Pérez1
1Department of Basics, Developmental and Educational Psychology, Universitat Autònoma de Barcelona, Barcelona, Spain.
Journal of Deaf Studies and Deaf Education
|December 21, 2023
Summary
Speech-language pathologists (SLPs) use more adaptation and educational strategies during linguistic interventions for children with cochlear implants (CIs). Strategy use varied by activity and the child's auditory age.
Area of Science:
- Speech-Language Pathology
- Pediatric Audiology
- Developmental Linguistics
Background:
- Children with cochlear implants (CIs) require specialized linguistic interventions.
- Understanding the strategies used by speech-language pathologists (SLPs) is crucial for optimizing language development in this population.
Purpose of the Study:
- To explore the linguistic intervention strategies employed by SLPs with children aged 5-7 years who have CIs compared to those with typical hearing (TH).
- To analyze how strategy use differs between conversation and naming activities.
- To investigate the influence of auditory age on strategy selection for children with CIs.
Main Methods:
- Observational study involving 7 SLPs interacting with 62 children (31 with CIs, 31 TH) aged 5-7 years.
- Linguistic interventions focused on two activities: conversation and naming.
- Analysis of strategy use, including adaptation, educational, and communication strategies, in relation to CI status, activity type, and auditory age.
Main Results:
- SLPs used significantly more adaptation (3.8x) and educational (5x) strategies in conversation with children with CIs versus TH children.
- Educational strategies were used more frequently (1.4x) in naming activities with children with CIs.
- Communication strategies were more prevalent in conversation, while educational strategies were more common in naming.
- Increased auditory age in children with CIs correlated with increased communication strategies (+0.6%) and decreased educational strategies (-1.2%).
Conclusions:
- SLPs employ a diverse range of strategies tailored to the specific needs of children with CIs.
- Intervention strategies are adapted based on the linguistic activity (conversation vs. naming) and the child's auditory experience.
- Auditory age is a significant factor influencing the selection of communication and educational strategies in pediatric CI users.
