Children with cochlear implants had difficulty following spoken conversation in groups, with teachers reporting far more difficulty than parents¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: baselines and conditions change

Subclaims¶

q2 i? 20% of parents and 48% of teachers reported that the child could not follow a spoken conversation with a group of people, and interviewees described difficulties in groups of hearing peers. → Punch 2011

Evidence¶

Punch 2011¶

Punch, R., & Hyde, M. B. (2011). Communication, Psychosocial, and Educational Outcomes of Children with Cochlear Implants and Challenges Remaining for Professionals and Parents. International Journal of Otolaryngology. https://doi.org/10.1155/2011/573280

q2 · i? · associational · r1

Parent (N = 247) and teacher (N = 151) survey reports on children's functional communication, corroborated by interviews. Near-normal speech and language outcomes tended to occur with familiar partners and optimal listening environments, not in classrooms or social gatherings.

"For instance, 20% of parents and 48% of teachers reported that the child could not follow a spoken conversation with a group of people."

Discussion¶

Related Claims¶

• Teachers judged almost 70% of children with cochlear implants to be below their class median in academic performance
• Audiovisual presentation yields significantly higher sentence recognition than auditory-alone presentation for most children with cochlear implants
• A substantial proportion of children with cochlear implants used some form of signed communication despite parents' initial expectations otherwise — related
• Regression analyses identified oral communication, mainstream placement, younger age at implantation, and bilateral implantation as predictors of positive outcomes, with additional disabilities strongly predicting less positive outcomes — related