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Published on: March 24, 2023
Receptive Vocabulary Outcomes in Children with Cochlear Implants with and Without Additional Difficulties: A
Beauty Hariz1, Latifa Alkoheji2, Mariam Alsaeed3
1Copenhagen Hearing and Balance Center, Department of Otorhinolaryngology, Head and Neck Surgery and Audiology, Copenhagen University Hospital Rigshospitalet, 2100 Copenhagen, Denmark.
Children with cochlear implants (CIs) in the GCC show varied receptive vocabulary development. Those without additional difficulties perform similarly to typical hearing peers, while those with extra challenges lag significantly.
Area of Science:
- Pediatric audiology
- Speech-language pathology
- Developmental pediatrics
Background:
- Receptive vocabulary is crucial for children's overall development.
- Cochlear implants (CIs) aid spoken language in children with hearing loss, but vocabulary development may lag behind typical hearing (TH) peers.
- Limited research exists on Arabic-speaking children with CIs, especially concerning vocabulary acquisition and influencing factors.
Purpose of the Study:
- To compare receptive vocabulary in Arabic-speaking children with CIs to TH peers in the GCC.
- To investigate the impact of additional developmental difficulties on receptive vocabulary in children with CIs.
- To identify factors influencing receptive vocabulary outcomes in children with CIs.
Main Methods:
- A multicenter, cross-sectional study involving 103 children with CIs and 94 TH children across six GCC hospitals.
- Children with CIs were categorized into groups with and without additional developmental difficulties.
- Receptive vocabulary was assessed using the Peabody Picture Vocabulary Test, Fifth Edition (PPVT-5).
Main Results:
- Children with CIs scored lower on receptive vocabulary (mean 89.5) than TH peers (mean 104).
- Children with CIs and no additional difficulties achieved scores similar to TH peers (mean 97.7).
- Children with CIs and additional difficulties demonstrated significantly lower scores (mean 76.7), with outcomes varying widely. Age at CI switch-on and presence of additional difficulties were significant factors.
Conclusions:
- Children with CIs and no additional disabilities can achieve receptive vocabulary comparable to TH peers.
- Children with CIs and additional difficulties face significant challenges, exhibiting diverse outcomes.
- Early intervention and addressing co-occurring conditions are vital for optimizing language development in children with CIs.
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