Early intervention intensity and language outcomes for children using cochlear implants. (2nd April 2020)

• Record Type: Journal Article
• Authors: Chu, Cindy; Dettman, Shani; Choo, Dawn
• Is Part Of: Deafness & education international. Volume 22:Number 2(2020)
• Page Start: 156
• Page End: 174
• Publication Date: 2020-04-02
• Subjects: Cochlear implants -- child language outcomes -- early intervention -- intensity of service -- child involvement in family activities -- dose and frequency of early intervention -- age at first implant -- cognitive function; Deaf -- Education -- Periodicals; Deafness -- Periodicals; Teachers of the deaf -- Periodicals; Deaf -- Rehabilitation -- Periodicals; 371.91205
• DOI: 10.1080/14643154.2019.1685755
• Languages: English
• ISSNs: 1464-3154

Abstract

ABSTRACT: Measurement of optimum treatment efficacy to address language delays in children using cochlear implants is difficult, but important, to promote evidence-based treatments and reduce treatment inequities. This exploratory retrospective study investigated associations between; frequency of early intervention (weekly, fortnightly, monthly); total dose (calculated in hours over a year); and child involvement in family activities on language outcomes for 42 pediatric cochlear implant recipients enrolled in aural/oral programs. Parents who attended the Cochlear Implant Clinic completed the Family and Educational Characteristics Questionnaires (FamEd-Q) at each post-operative review, and their children completed formal language assessments. Family and child demographic characteristics were collated. Children whose parents reported lower doses (in hours) of early intervention demonstrated better expressive language skills than children who received more intervention, but this result was confounded by other underlying differences between groups regarding age-at-first-implant and cognitive function. Additionally, children from families with greater relative socio-economic advantage tended to receive more frequent intervention sessions. Of practical significance, greater levels of child involvement in family activities were associated with higher child language scores.