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Updated: Jun 23, 2026

Infant Auditory Processing and Event-related Brain Oscillations
Published on: July 1, 2015
Auditory performance and language skills in children with auditory brainstem implants and cochlear implants
Nuriye Yıldırım Gökay1, Beyza Demirtaş2, Merve Özbal Batuk2
1Department of Audiology, Faculty of Healthy Science, Gazi University, Emek, 06900, Ankara, Turkey. nuriye.yildirim94@gmail.com.
Purpose:
This study aims to evaluate school-age language skills and auditory performance in different listening situations in children with cochlear implants and auditory brainstem implants.
Method:
The study included 60 children between the ages of 5 and 9 years with cochlear implants (CI) and auditory brainstem implants (ABI). The volunteer children were divided into two groups: bimodal CI-ABI and bilateral CI users. Test of Language Development: Primary (TOLD-P:4), which assesses components of language such as phonology, morphology, syntax and semantics, was used to evaluate school-age language skills. Children's Auditory Performance Scale (CHAPS) was used to measure their listening performance in quiet, noisy, multi-stimulus environments and their auditory attention and memory skills in daily life. The correlations between language and auditory performance were analyzed and compared between the two groups.
Results:
Children with ABI showed poorer performance in school-age language skills and auditory performance in different listening environments (p < 0.05). Significant correlations were between school-age language skills and auditory performance (p < 0.05).
Conclusion:
Improved auditory performance is crucial for the development of school-age language skills. To improve auditory performance in children with ABI in different listening environments, assistive listening devices, acoustic environmental arrangements, informative activities, etc., should be used.
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