TY - JOUR
T1 - Language and academic outcomes of children with cochlear implants in an inclusive setting
T2 - Evidence from 18 years of data
AU - Wilson Ottley, Sharlene M.
AU - Ouellette, Meredith
AU - Mellon, Nancy K.
AU - Caverly, Colleen
AU - Mitchell, Christine M.
AU - Adams Costa, Elizabeth
N1 - Funding Information:
The author(s) reported there is no funding associated with the work featured in this article.
Publisher Copyright:
© 2023 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - Objective: This study examined outcomes in core and pragmatic language, receptive vocabulary, and academic skills in children with cochlear implants (CIs) enrolled in an inclusive educational setting. Methods: Eighty-eight children with CIs were included in the analyses. Data was collected over an 18-year period, at six-month intervals for core language, vocabulary, and pragmatic skills and in kindergarten and second grade for academic skills. Kaplan-Meier analyses were used to estimate the median time to achieve age-appropriate scores. Results: Results indicated the median time to obtain age-appropriate skills for children with CIs enrolled in our program was less than three years for core language and pragmatic skills and less than two years for vocabulary. Over 90% of the sample had academic skills in the average range in both kindergarten and second grade. Discussion: This study shares outcomes of children with CIs who received consistent and intensive transdisciplinary intervention in an inclusive educational setting, revealing the trajectory required to obtain age-appropriate skills, when compared to normative data. Conclusion: Results were favorable, indicating that children with CIs in an inclusive program, with intensive intervention and strong language and social models, can develop skills commensurate with typically developing peers across a variety of core skills.
AB - Objective: This study examined outcomes in core and pragmatic language, receptive vocabulary, and academic skills in children with cochlear implants (CIs) enrolled in an inclusive educational setting. Methods: Eighty-eight children with CIs were included in the analyses. Data was collected over an 18-year period, at six-month intervals for core language, vocabulary, and pragmatic skills and in kindergarten and second grade for academic skills. Kaplan-Meier analyses were used to estimate the median time to achieve age-appropriate scores. Results: Results indicated the median time to obtain age-appropriate skills for children with CIs enrolled in our program was less than three years for core language and pragmatic skills and less than two years for vocabulary. Over 90% of the sample had academic skills in the average range in both kindergarten and second grade. Discussion: This study shares outcomes of children with CIs who received consistent and intensive transdisciplinary intervention in an inclusive educational setting, revealing the trajectory required to obtain age-appropriate skills, when compared to normative data. Conclusion: Results were favorable, indicating that children with CIs in an inclusive program, with intensive intervention and strong language and social models, can develop skills commensurate with typically developing peers across a variety of core skills.
KW - Academics
KW - Cochlear implants
KW - Inclusive education
KW - Language
KW - Pediatric
KW - Vocabulary
UR - http://www.scopus.com/inward/record.url?scp=85147002200&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85147002200&partnerID=8YFLogxK
U2 - 10.1080/14670100.2022.2154427
DO - 10.1080/14670100.2022.2154427
M3 - Article
C2 - 36670525
AN - SCOPUS:85147002200
SN - 1467-0100
VL - 24
SP - 130
EP - 143
JO - Cochlear Implants International
JF - Cochlear Implants International
IS - 3
ER -