Examination of Communication Skills in Children with Cochlear Implants and Hearing Children

Introduction: This study aims to compare the communication skills of children with hearing loss who use cochlear implants with those of children with normal hearing and to identify the variables associated with the communication skills of cochlear implant users.Method: As the study investigated the effect of a natural difference between participant groups on a dependent variable, it was designed using a causal-comparative model. The study sample consisted of children with normal hearing (n = 14) and children with cochlear implants (n = 14), all between the ages of 3.0 and 5.11. The data were collected using the Informal Communication Skills Inventory (ICSI).Findings: Children with cochlear implants demonstrated similar performance to children with normal hearing in the overall ICSI score. A significant difference was found in favour of the cochlear implant group only in the Imitation checklist. No significant group differences were observed in the checklists for directing attention, communicative purposes, turn-taking, form of conversation, or function of conversation. Variables associated with the communication skills of children with cochlear implants included the following demographic and audiological factors: family income, mother's employment and educational background, time spent with the father, father’s age, age at diagnosis, number of implants, duration of cochlear implant use, duration of hearing aid use before implantation, combined duration of hearing aid and implant use, and the duration and frequency of parental training.Discussion: It is considered that the early and optimal auditory benefit received by cochlear implant users is the main reason for their comparable performance with children with normal hearing.Conclusion and Suggestions: Although cochlear implants provide access to auditory stimuli, this access must begin as early as possible and be supported by total usage duration and appropriate educational interventions. Moreover, other audiological and demographic factors affecting the development of communication skills should also be taken into consideration.