Factors Associated with Speech-Recognition Performance in School-Aged Children with Cochlear Implants and Early Auditory-Verbal Intervention.

BACKGROUND

Considerable variability exists in the speech recognition abilities achieved by children with cochlear implants (CIs) due to varying demographic and performance variables including language abilities.

PURPOSE

This article examines the factors associated with speech recognition performance of school-aged children with CIs who were grouped by language ability.

RESEARCH DESIGN

This is a single-center cross-sectional study with repeated measures for subjects across two language groups.

STUDY SAMPLE

Participants included two groups of school-aged children, ages 7 to 17 years, who received unilateral or bilateral CIs by 4 years of age. The group ( = 26) had age-appropriate spoken-language abilities, and the group ( = 24) had delays in their spoken-language abilities.

DATA COLLECTION AND ANALYSIS

Group comparisons were conducted to examine the impact of demographic characteristics on word recognition in quiet and sentence recognition in quiet and noise.

RESULTS

Speech recognition in quiet and noise was significantly poorer in the compared with the group. Greater hours of implant use and better adherence to auditory-verbal (AV) therapy appointments were associated with higher speech recognition in quiet and noise.

CONCLUSION

To ensure maximal speech recognition in children with low-language outcomes, professionals should develop strategies to ensure that families support full-time CI use and have the means to consistently attend AV appointments.