Speech Intelligibility and Psychosocial Functioning in Deaf Children and Teens with Cochlear Implants

Autor/inn/en	Freeman, Valerie; Pisoni, David B.; Kronenberger, William G.; Castellanos, Irina
Titel	Speech Intelligibility and Psychosocial Functioning in Deaf Children and Teens with Cochlear Implants
Quelle	In: Journal of Deaf Studies and Deaf Education, 22 (2017) 3, S.278-289 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freeman, Valerie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enx001
Schlagwörter	Preschool Children; Adolescents; Deafness; Assistive Technology; Speech Communication; Articulation Impairments; Articulation (Speech); Delayed Speech; Psychological Patterns; Social Development; Measures (Individuals); Correlation; Communication Skills; Attention Deficit Disorders; Withdrawal (Psychology); Emotional Adjustment; Social Adjustment; Leadership; Daily Living Skills; Anxiety; Depression (Psychology); Socialization + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gehörlosigkeit; Taubstummheit; Artikulationsstörung; Sprachverzögerung; Soziale Entwicklung; Messdaten; Korrelation; Kommunikationsstil; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Rückzugsverhalten; Emotionale Anpassung; Soziale Anpassung; Führung; Führungsposition; Alltagsfertigkeit; Angst; Socialisation; Sozialisation
Abstract	Deaf children with cochlear implants (CIs) are at risk for psychosocial adjustment problems, possibly due to delayed speech-language skills. This study investigated associations between a core component of spoken-language ability--speech intelligibility--and the psychosocial development of prelingually deaf CI users. Audio-transcription measures of speech intelligibility and parent reports of psychosocial behaviors were obtained for two age groups (preschool, school-age/teen). CI users in both age groups scored more poorly than typically hearing peers on speech intelligibility and several psychosocial scales. Among preschool CI users, five scales were correlated with speech intelligibility: functional communication, attention problems, atypicality, withdrawal, and adaptability. These scales and four additional scales were correlated with speech intelligibility among school-age/teen CI users: leadership, activities of daily living, anxiety, and depression. Results suggest that speech intelligibility may be an important contributing factor underlying several domains of psychosocial functioning in children and teens with CIs, particularly involving socialization, communication, and emotional adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01