TY - JOUR
T1 - Comparisons of IQ in children with and without cochlear implants
T2 - Longitudinal findings and associations with language
AU - CDaCI Investigative Team
AU - Cejas, Ivette
AU - Mitchell, Christine M.
AU - Hoffman, Michael
AU - Quittner, Alexandra L.
AU - Santina, Charles Della
AU - Marsiglia, Dawn
AU - Martinez, Diane
AU - Telischi, Fred
AU - Glover, Rachel
AU - Sarangoulis, Christina
AU - Zwolan, Teresa
AU - Arnedt, Caroline
AU - Teagle, Holly F.B.
AU - Woodard, Jennifer
AU - Eskridge, Hannah
AU - Eisenberg, Laurie S.
AU - Johnson, Karen
AU - Fisher, Laurel
AU - Ganguly, Dianne Hammes
AU - Warner-Czyz, Andrea
AU - Geers, Ann
AU - Wiseman, Kathryn
AU - Britt, Lana
AU - Grace, Thelma
AU - Bayton, Patricia
AU - Quittner, Alexandra
AU - Eisenberg, Laurie S.
AU - Geers, Ann
AU - Wang, Nae Yuh
N1 - Publisher Copyright:
© 2018 Wolters Kluwer Health, Inc. All rights reserved • Printed in the U.S.A.
PY - 2018
Y1 - 2018
N2 - Objectives: To make longitudinal comparisons of intelligence quotient (IQ) in children with cochlear implants (CIs) and typical hearing peers from early in development to the school-age period. Children with additional comorbidities and CIs were also evaluated. To estimate the impact of socioeconomic status and oral language on school-age cognitive performance. Design: This longitudinal study evaluated nonverbal IQ in a multicenter, national sample of 147 children with CIs and 75 typically hearing peers. IQ was evaluated at baseline, prior to cochlear implantation, using the Bayley Scales of Infant and Toddler Development and the Leiter International Performance Scale. School-age IQ was assessed using the Wechsler Intelligence Scales for Children. For the current study, only the Perceptual Reasoning and Processing Speed indices were administered. Oral language was evaluated using the Comprehensive Assessment of Spoken Language. Results: Children in the CI group scored within the normal range of intelligence at both time points. However, children with additional comorbidities scored significantly worse on the Processing Speed, but not the Perceptual Reasoning Index. Maternal education and language were significantly related to school-age IQ in both groups. Importantly, language was the strongest predictor of intellectual functioning in both children with CIs and normal hearing. Conclusion: These results suggest that children using cochlear implants perform similarly to hearing peers on measures of intelligence, but those with severe comorbidities are at-risk for cognitive deficits. Despite the strong link between socioeconomic status and intelligence, this association was no longer significant once spoken language performance was accounted for. These results reveal the important contributions that early intervention programs, which emphasize language and parent training, contribute to cognitive functioning in school-age children with CIs. For families from economically disadvantaged backgrounds, who are at-risk for suboptimal outcomes, these early intervention programs are critical to improve overall functioning.
AB - Objectives: To make longitudinal comparisons of intelligence quotient (IQ) in children with cochlear implants (CIs) and typical hearing peers from early in development to the school-age period. Children with additional comorbidities and CIs were also evaluated. To estimate the impact of socioeconomic status and oral language on school-age cognitive performance. Design: This longitudinal study evaluated nonverbal IQ in a multicenter, national sample of 147 children with CIs and 75 typically hearing peers. IQ was evaluated at baseline, prior to cochlear implantation, using the Bayley Scales of Infant and Toddler Development and the Leiter International Performance Scale. School-age IQ was assessed using the Wechsler Intelligence Scales for Children. For the current study, only the Perceptual Reasoning and Processing Speed indices were administered. Oral language was evaluated using the Comprehensive Assessment of Spoken Language. Results: Children in the CI group scored within the normal range of intelligence at both time points. However, children with additional comorbidities scored significantly worse on the Processing Speed, but not the Perceptual Reasoning Index. Maternal education and language were significantly related to school-age IQ in both groups. Importantly, language was the strongest predictor of intellectual functioning in both children with CIs and normal hearing. Conclusion: These results suggest that children using cochlear implants perform similarly to hearing peers on measures of intelligence, but those with severe comorbidities are at-risk for cognitive deficits. Despite the strong link between socioeconomic status and intelligence, this association was no longer significant once spoken language performance was accounted for. These results reveal the important contributions that early intervention programs, which emphasize language and parent training, contribute to cognitive functioning in school-age children with CIs. For families from economically disadvantaged backgrounds, who are at-risk for suboptimal outcomes, these early intervention programs are critical to improve overall functioning.
KW - Cochlear implants
KW - Cognitive abilities
KW - Hearing loss
KW - Intelligence quotient
KW - Language development
KW - Perceptual reasoning
KW - Processing speed
KW - Socioeconomic status
KW - Spoken language
UR - https://www.scopus.com/pages/publications/85056619893
U2 - 10.1097/AUD.0000000000000578
DO - 10.1097/AUD.0000000000000578
M3 - Article
C2 - 29624538
AN - SCOPUS:85056619893
SN - 0196-0202
VL - 39
SP - 1187
EP - 1198
JO - Ear and Hearing
JF - Ear and Hearing
IS - 6
ER -