International journal of pediatric otorhinolaryngology · 2026
Progressive analysis of language and sensory profile skills in children with auditory brainstem implants and cochlear implants.
СтатьяСравнительное исследованиеНазвание и аннотация: Перевод в очереди
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Gökay Nuriye Yildirim, Baş Banu, Demi̇rtaş Yilmaz Beyza, Yücel Esra
Аннотация
PURPOSE: This study aimed to analyze and compare the sensory profiles and language skills of children with auditory brainstem implants (ABI) and cochlear implants (CI) over one year.
METHOD: This prospective comparative study included 24 children aged 6-8 years and 11 months, consisting of 12 bimodal CI-ABI users and 12 bilateral CI users. All children received scheduled auditory rehabilitation and audiological follow-ups. Sensory profiles were assessed using the Sensory Profile scale, while school-age language skills were evaluated using the Test of Language Development-Primary: Fourth Edition. The language and sensory profile scores of the children from one year prior and later to the study were compared. Additionally, the progress levels of the groups within one year were compared.
RESULTS: Both children with CI and ABI demonstrated significant improvements in verbal language skills (e.g., sentence repetition, p < 0.001), registration, sensory seeking, sensory input processing, low endurance, and fine motor skills over the year. However, children with CI showed significantly greater progress in verbal language composite scores (p = 0.015) and subskills such as registration and fine motor skills (p < 0.05) compared to the ABI group. Multivariate analysis further revealed that hearing loss etiology and implantation mode were significant factors influencing developmental outcomes.
CONCLUSION: Hearing implants not only enhance language skills but also facilitate progress in children's sensory profile sub-skills. A holistic approach that evaluates hearing, language, and overall development is recommended for hearing-impaired children.
METHOD: This prospective comparative study included 24 children aged 6-8 years and 11 months, consisting of 12 bimodal CI-ABI users and 12 bilateral CI users. All children received scheduled auditory rehabilitation and audiological follow-ups. Sensory profiles were assessed using the Sensory Profile scale, while school-age language skills were evaluated using the Test of Language Development-Primary: Fourth Edition. The language and sensory profile scores of the children from one year prior and later to the study were compared. Additionally, the progress levels of the groups within one year were compared.
RESULTS: Both children with CI and ABI demonstrated significant improvements in verbal language skills (e.g., sentence repetition, p < 0.001), registration, sensory seeking, sensory input processing, low endurance, and fine motor skills over the year. However, children with CI showed significantly greater progress in verbal language composite scores (p = 0.015) and subskills such as registration and fine motor skills (p < 0.05) compared to the ABI group. Multivariate analysis further revealed that hearing loss etiology and implantation mode were significant factors influencing developmental outcomes.
CONCLUSION: Hearing implants not only enhance language skills but also facilitate progress in children's sensory profile sub-skills. A holistic approach that evaluates hearing, language, and overall development is recommended for hearing-impaired children.