The everyday speech environments of preschoolers with and without cochlear implants

Margaret Cychosz, Jan R. Edwards, Benjamin Munson, Rachel Romeo, Jessica Kosie, Rochelle S. Newman

Research output: Contribution to journalArticlepeer-review

Abstract

Children who receive cochlear implants develop spoken language on a protracted timescale. The home environment facilitates speech-language development, yet it is relatively unknown how the environment differs between children with cochlear implants and typical hearing. We matched eighteen preschoolers with implants (31-65 months) to two groups of children with typical hearing: by chronological age and hearing age. Each child completed a long-form, naturalistic audio recording of their home environment (appx. 16 hours/child; >730 hours of observation) to measure adult speech input, child vocal productivity, and caregiver-child interaction. Results showed that children with cochlear implants and typical hearing were exposed to and engaged in similar amounts of spoken language with caregivers. However, the home environment did not reflect developmental stages as closely for children with implants, or predict their speech outcomes as strongly. Home-based speech-language interventions should focus on the unique input-outcome relationships for this group of children with hearing loss.

Original languageEnglish (US)
JournalJournal of child language
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© The Author(s), 2024. Published by Cambridge University Press.

Keywords

  • cochlear implant
  • deafness
  • language input
  • language interaction
  • spoken language

PubMed: MeSH publication types

  • Journal Article

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