Castellanos Irina, Pisoni David B, Kronenberger William G
Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis.
Department of Psychiatry, Indiana University School of Medicine, Indianapolis.
J Speech Lang Hear Res. 2025 Jul 8;68(7):3385-3400. doi: 10.1044/2025_JSLHR-24-00497. Epub 2025 Jun 2.
The objective of this study was to examine self- and parent-reporting of social, emotional, and behavioral adjustment in adolescents with and without prelingual hearing loss and cochlear implants.
The self- and parent-completed Behavior Assessment System for Children was used to assess social, emotional, and behavioral adjustment in adolescents aged 12-19 years. Sixty-five adolescents and their parents were recruited from the Midwestern United States and participated in the present study. Analyses were conducted to (a) examine self-reported social, emotional, and behavioral adjustment in adolescents with cochlear implants (ACIs) as compared to adolescents with hearing (AH); (b) examine associations between self-reported adjustment and performance-based neurocognitive skills; and (c) determine the degree of agreement between self- and parent-reported adjustment in both samples of adolescents.
The sample of ACIs self-reported significantly higher levels of atypicality and depression, and significantly lower levels of interpersonal relations, self-reliance, and personal adjustment when compared to the AH sample. Self-reported adjustment and performance-based neurocognitive skills were associated in both groups of adolescents. Specifically, better language, verbal working memory, and inhibition-concentration skills were associated with fewer internalizing problems, fewer emotional symptoms, and stronger personal adjustment in the ACI sample and with fewer school problems in the AH sample. Finally, in the ACI sample, results revealed agreement between self- and parent-ratings of social, emotional, and behavioral adjustment. In the AH sample, however, results revealed divergence between self- and parent-ratings of anxiety and hyperactivity.
Self-reported measures of social, emotional, and behavioral adjustment revealed differences between samples of ACI and AH. Notably, self- and parent-reporting showed agreement, supporting the use of parent-reporting as a valid measure of adjustment in clinical ACI samples.
本研究的目的是调查有和无前语言听力损失及接受人工耳蜗植入的青少年的社交、情感和行为适应的自我报告及家长报告情况。
使用儿童行为评估系统（由青少年及其家长自行完成）来评估12至19岁青少年的社交、情感和行为适应情况。从美国中西部招募了65名青少年及其家长参与本研究。进行了以下分析：(a) 与听力正常的青少年（AH）相比，调查接受人工耳蜗植入的青少年（ACI）自我报告的社交、情感和行为适应情况；(b) 调查自我报告的适应情况与基于表现的神经认知技能之间的关联；(c) 确定两组青少年样本中自我报告和家长报告的适应情况之间的一致程度。
与AH样本相比，ACI样本自我报告的非典型性和抑郁水平显著更高，人际关系、自立和个人适应水平显著更低。两组青少年中，自我报告的适应情况与基于表现的神经认知技能均有关联。具体而言，在ACI样本中，更好的语言、言语工作记忆和抑制注意力技能与更少的内化问题、更少的情绪症状和更强的个人适应能力相关，在AH样本中则与更少的学校问题相关。最后，在ACI样本中，结果显示社交、情感和行为适应的自我评分与家长评分之间具有一致性。然而，在AH样本中，结果显示焦虑和多动的自我评分与家长评分之间存在差异。
社交、情感和行为适应的自我报告测量显示了ACI样本和AH样本之间的差异。值得注意的是，自我报告和家长报告显示出一致性，支持将家长报告作为临床ACI样本中适应情况的有效测量方法。
