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de Jong TJ, van der Schroeff MP, Stapersma L, Vroegop JL. A systematic review on the impact of auditory functioning and language proficiency on psychosocial difficulties in children and adolescents with hearing loss. Int J Audiol 2024; 63:675-685. [PMID: 37887640 DOI: 10.1080/14992027.2023.2261074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 09/09/2023] [Accepted: 09/13/2023] [Indexed: 10/28/2023]
Abstract
OBJECTIVE Approximately 20% to 40% of children with hearing loss encounter psychosocial difficulties. This prevalence may be outdated, given the advancements in hearing technology and rehabilitation efforts to enhance the psychosocial well-being of these children. A systematic review of up-to-date literature can help to identify factors that may contribute to the children's psychosocial well-being. DESIGN/STUDY SAMPLE A systematic review was conducted. Original articles were identified through systematic searches in Embase, Medline, PsychINFO, and Web of Science Core Collection. The quality of the papers was assessed using the Newcastle-Ottawa Quality Assessment Scale and custom Reviewers' Criteria. RESULTS A search was performed on 20 October 2022. A total of 1561 articles were identified, and 36 were included for review. Critical appraisal led to 24 good to fair quality articles, and 12 poor quality articles. CONCLUSION Children with hearing loss have a twofold risk of experiencing psychosocial difficulties compared to normal hearing peers. Estimates for functioning in social interactions, like speech perception (in noise) or language proficiency, have proven to be more adequate predictors for psychosocial difficulties than the degree of hearing loss. Our findings can be useful for identifying children at risk for difficulties and offering them earlier and more elaborate psychological interventions.
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Affiliation(s)
- Tjeerd J de Jong
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Marc P van der Schroeff
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Luuk Stapersma
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, Sophia Children's Hospital, Rotterdam, The Netherlands
- Levvel, Academic Center for Child and Adolescent Psychiatry, Amsterdam, The Netherlands
- Child and Adolescent Psychiatry, Amsterdam UMC location University of Amsterdam, Amsterdam, The Netherlands
| | - Jantien L Vroegop
- Department of Otorhinolaryngology, Head and Neck Surgery, Erasmus University Medical Center, Rotterdam, The Netherlands
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Nicastri M, Dinçer D'Alessandro H, Giallini I, D'Amico A, Geraci A, Inguscio BMS, Guerzoni L, Cuda D, Vestri A, Fegatelli DA, Mancini P. Emotional abilities in preadolescents and adolescents with long-term cochlear implant use. Int J Pediatr Otorhinolaryngol 2024; 177:111866. [PMID: 38224654 DOI: 10.1016/j.ijporl.2024.111866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 01/10/2024] [Indexed: 01/17/2024]
Abstract
OBJECTIVES Emotional abilities (EAs) are particularly important during preadolescence/adolescence, two challenging periods characterized by significant biological, physical, and cognitive changes. The present study attempted to a holistic EA approach in preadolescents/adolescents with cochlear implants (CI) and typical hearing (TH), considering various aspects such as perception, cognitive facilitation, comprehension, and management of emotions. A secondary aim was to identify significant demographic and audiological factors of EA development. METHODS CI/TH groups were matched for chronological age, nonverbal IQ, gender, economic income, and maternal level of education. Each group consisted of 43 participants (age range 10-18 years). EAs were evaluated by using the multi-trait/method IE-ACCME test. Auditory-linguistic assessments included participants' lexical skills and Matrix performance as well. RESULTS EA performance for perception and cognitive facilitation did not show any statistically significant CI/TH group differences (p > 0.05). Significant CI/TH differences emerged for emotion comprehension and management: CI group performed significantly worse in understanding emotional blends (t = 2.56, p = 0.014) but better in personal emotion management (t = -2.01, p = 0.048). For the CI group, gender showed statistically significant effects on cognitive facilitation in sensations, with males performing better than females (U = 129, p = 0.018). TH preadolescents showed significantly lower scores in understanding emotional changes in comparison to TH adolescents (U = 125.5, p = 0.01). Emotional blends understanding showed a weak negative correlation with Matrix performance (r = - 0.38, p = 0.013) and a moderate positive correlation with lexical skills (r = 0.40, p = 0.008). Relationships management showed various significant correlations: weak negative correlations with age at CI (r = - 0.38, p = 0.011) and Matrix performance (r = - 0.36, p = 0.016) as well as weak positive correlations with nonverbal-IQ (r = 0.38, p = 0.013) and positive moderate correlations with lexical skills (r = 0.49, p < 0.001). CONCLUSION Cochlear implantation seems to show significant positive effects on emotional development in children, allowing them to achieve age appropriate EAs as they grow up and become preadolescents/adolescents. EA assessment in CI users may not only support monitorization of EA trajectory, but also early identification of any EA disorders, so that subjects with low EA profiles could be timely and properly intervened.
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Affiliation(s)
- Maria Nicastri
- Department of Sense Organs, Sapienza University of Rome, Rome, Italy
| | - Hilal Dinçer D'Alessandro
- Department of Audiology, Faculty of Health Sciences, Istanbul University-Cerrahpasa, Istanbul, Turkey.
| | - Ilaria Giallini
- Department of Sense Organs, Sapienza University of Rome, Rome, Italy
| | - Antonella D'Amico
- Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy; WeSearch Lab - Laboratory of Behavioral Observation and Research on Human Development, University of Palermo, Palermo, Italy
| | - Alessandro Geraci
- Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy; WeSearch Lab - Laboratory of Behavioral Observation and Research on Human Development, University of Palermo, Palermo, Italy
| | | | - Letizia Guerzoni
- Department of Otorhinolaryngology, "Guglielmo da Saliceto" Hospital, Piacenza, Italy
| | - Domenico Cuda
- Department of Otorhinolaryngology, "Guglielmo da Saliceto" Hospital, Piacenza, Italy
| | - Annarita Vestri
- Department of Public Health and Infectious Diseases, Sapienza University of Rome, Rome, Italy
| | - Danilo Alunni Fegatelli
- Department of Public Health and Infectious Diseases, Sapienza University of Rome, Rome, Italy
| | - Patrizia Mancini
- Department of Sense Organs, Sapienza University of Rome, Rome, Italy
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Hoffmann V, Kröger S, Burger T, Hintermair M. Health-related quality of life and associated developmental domains of children provided early with cochlear implants. Cochlear Implants Int 2024; 25:36-45. [PMID: 37898910 DOI: 10.1080/14670100.2023.2267950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2023]
Abstract
OBJECTIVES Quality of life plays an important place in the psychosocial development of children with Cochlear Implants (CI). We assesd health-related quality of life (HRQoL) in children with CI and in hearing children and determined relationships between HRQoL and other developmental characteristics (social-emotional development, Theory of Mind (ToM), spoken language skills). METHODS A longitudinal study was conducted including children with CI and hearing children. We used instruments that are widely employed and have been validated for research. At time 1 social-emotional development, ToM and spoken language skills were assessed.HRQoL was assessed using the generic KINDL questionnaire, as was social-emotional development, 2.5 years later (time 2). RESULTS No significant difference was seen in HRQoL between hearing children and children with CI. We show that the age of detection, the age of hearing care, and the start of early intervention are not related to HRQoL of children with CI, but relationships with some domains of social-emotional development are evident. CONCLUSIONS This study highlights the importance of targeted intervention not only to improve spoken language skills at preschool age, but also strengthen social-emotional and social-cognitive competences.
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Affiliation(s)
- Vanessa Hoffmann
- Department of Nursing and Management, Hamburg University of Applied Sciences, Hamburg, Germany
| | - Stefanie Kröger
- Department of Otorhinolaryngology - Head and Neck Surgery, Medical Center - University of Freiburg, Faculty of Medicine, University of Freiburg, Freiburg, Germany
| | - Thorsten Burger
- Department of Inclusive Education, Catholic University of Applied Sciences Freiburg, Freiburg, Germany
| | - Manfred Hintermair
- Institute for Special Needs Education, Faculty of Educational and Social Sciences, Heidelberg University of Education, Heidelberg, Germany
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Lukovenko T, Sikinbayev B, Shterts O, Mironova E. Parental Competence as a Teacher in the Auditory Development of Children with Cochlear Implants. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2023; 52:2119-2133. [PMID: 37480449 DOI: 10.1007/s10936-023-09995-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/07/2023] [Indexed: 07/24/2023]
Abstract
The number of children with partial or total hearing loss is increasing every day, and most of them are undergoing cochlear implant surgery. The paper aims to assess the teaching competence of parents of children with cochlear implants. The study took one year (2022) in 1 [Almaty, Kazakhstan] kindergarten and 1 specialized school. Twenty-four parents of children (mean age 3.5 ± 0.5 years) and 20 parents of children of primary school age (10.0 ± 0.5 years) who underwent surgery at the age of 1-2 and 6-9 years were included in the study. A minimal number of parents had a high level of competence; sufficient competence was noticed among the two times larger number of parents; however, most of the parents had insufficient competence. The indicators of children were as follows: 3 children had a high level of listening perception; twice as many of them had a sufficient level; the same number had an insufficient level. There were more children with a low level, 3 times more than with a high level. A high level of pedagogical competence of parents correlated with a high level of children's auditory verbal abilities (on the scale of auditory ability integration). There was also a direct relationship with the level of speech development (on the scale of speech use) for children who had the surgery a year earlier. The obtained data can apply to the educational process for children with cochlear implants to improve their auditory and speech skills as quickly as possible. The involvement of parents in the education and rehabilitation of children with cochlear implants is crucial for the successful adaptation and development of the child. Parents can become irreplaceable partners of specialists and educational institutions, providing their children with optimal support and assistance on their way to the development of auditory and communication skills. To enhance parental competence in the area of auditory development of children with cochlear implants, it is recommended to participate in specialized educational programs designed for parents, offered by professionals and organizations. Additionally, actively engaging with educational resources, online materials, and informational communities is beneficial for acquiring up-to-date knowledge and receiving support from other parents, specialists, and experts.
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Affiliation(s)
- Tatiana Lukovenko
- Department of Theory and Methodology of Pedagogical and Defectological Education, Pacific State University, Khabarovsk, Russia
| | - Bauyrzhan Sikinbayev
- Department of Special Pedagogy, Kazakh National Womens Teacher Training University, Almaty, Kazakhstan.
| | - Olga Shterts
- Department of Psychology, Kazan Federal University, Elabuga, Russia
| | - Ekaterina Mironova
- Department of Polyclinic Therapy, Institute of Clinical Medicine named after N.V. Sklifosovsky, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russia
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Tsou YT, Li B, Eichengreen A, Frijns JHM, Rieffe C. Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2021; 26:469-482. [PMID: 34323978 PMCID: PMC8448426 DOI: 10.1093/deafed/enab022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Revised: 06/14/2021] [Accepted: 06/16/2021] [Indexed: 06/13/2023]
Abstract
For deaf and hard-of-hearing (DHH) children living in an environment where their access to linguistic input and social interactions is compromised, learning emotions could be difficult, which may further affect social functioning. To understand the role of emotion in DHH children's social life, this study investigated emotional functioning (i.e., emotion recognition, empathy, emotion expression), and its relation with social functioning (i.e., social competence and externalizing behaviors), in 55 DHH children and 74 children with typical hearing (aged 3-10 years; Mage = 6.04). Parental reports on children's emotional and social functioning and factors related to DHH children's hearing were collected. Results showed similar levels of emotional and social functioning in children with and without hearing loss. Use of auditory intervention and speech perception did not correlate with any measures in DHH children. In both groups, higher levels of empathy related to higher social competence and fewer externalizing behaviors; emotion recognition and positive emotion expression were unrelated to either aspect of social functioning. Higher levels of negative emotion expression related to lower social competence in both groups, but to more externalizing behaviors in DHH children only. DHH children in less linguistically accessible environments may not have adequate knowledge for appropriately expressing negative emotions socially.
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Affiliation(s)
- Yung-Ting Tsou
- Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Boya Li
- Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
| | - Adva Eichengreen
- Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
- Center for Disability Studies, The Paul Baerwald School of Social Work and Social Welfare, the Hebrew University of Jerusalem, Jerusalem, Israel
- The E. Richard Feinberg Department of Child and Adolescent Psychiatry, Schneider Children's Medical Center, Petah Tikva, Israel
| | - Johan H M Frijns
- Department of Otorhinolaryngology and Head & Neck Surgery, Leiden University Medical Center, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden, The Netherlands
| | - Carolien Rieffe
- Unit of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, The Netherlands
- Department of Human Media Interaction, Faculty of Electrical Engineering, Mathematics and Computer Science, University of Twente, Enschede, The Netherlands
- Department of Psychology and Human Development, Institute of Education, University College London, London, UK
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X-linked Malformation Deafness: Neurodevelopmental Symptoms Are Common in Children With IP3 Malformation and Mutation in POU3F4. Ear Hear 2021; 43:53-69. [PMID: 34133399 PMCID: PMC8694264 DOI: 10.1097/aud.0000000000001073] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Supplemental Digital Content is available in the text. Incomplete partition type 3 (IP3) malformation deafness is a rare hereditary cause of congenital or rapid progressive hearing loss. The children present with a severe to profound mixed hearing loss and temporal bone imaging show a typical inner ear malformation classified as IP3. Cochlear implantation is one option of hearing restoration in severe cases. Little is known about other specific difficulties these children might exhibit, for instance possible neurodevelopmental symptoms.
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Cejas I, Coto J, Sanchez C, Holcomb M, Lorenzo NE. Prevalence of Depression and Anxiety in Adolescents With Hearing Loss. Otol Neurotol 2021; 42:e470-e475. [PMID: 33347049 DOI: 10.1097/mao.0000000000003006] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To develop and implement a universal screening protocol for depression and anxiety in adolescents serviced in an otology and audiology practice and to estimate the prevalence of depression and anxiety in adolescents with hearing loss, while also comparing rates by degree of hearing loss and type of hearing device used. STUDY DESIGN Cross-sectional. SETTING University tertiary medical center. PATIENTS One hundred four adolescents 12- to 18-years-old who attended an otology clinic in a large metropolitan hospital in the southeastern United States. MAIN OUTCOME MEASURE (s): Depression (PHQ-8), anxiety (GAD-7), degree of hearing loss, type of hearing loss, and type of hearing device utilized. RESULTS Twenty-five percent of adolescents scored above the clinical cutoff on at least one of the depression and/or anxiety measures, with 10% scoring in the elevated range on both measures. Specifically, 17% scored above the cutoff on the PHQ-8 and 16% scored in the clinically significant range for the GAD-7. An additional 30 and 21% scored in the at-risk range for depression and anxiety, respectively. Older adolescents were more likely to score within the elevated range for depression (r = 0.232, p = 0.026). Also, adolescents with severe to profound hearing loss had higher rates of depression and anxiety. CONCLUSIONS Integration of mental health screening is needed in otology and audiology practices both to identify those who require psychological support and to provide appropriate treatment to reduce long-term impact of hearing loss on quality of life and mental health functioning in adolescents.
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Affiliation(s)
- Ivette Cejas
- Department of Otolaryngology, University of Miami, Miami, Florida
| | - Jennifer Coto
- Department of Otolaryngology, University of Miami, Miami, Florida
| | | | - Meredith Holcomb
- Department of Otolaryngology, University of Miami, Miami, Florida
| | - Nicole E Lorenzo
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland
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Self-concept of children and adolescents with cochlear implants. Int J Pediatr Otorhinolaryngol 2021; 141:110506. [PMID: 33243619 DOI: 10.1016/j.ijporl.2020.110506] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/08/2020] [Revised: 11/13/2020] [Accepted: 11/13/2020] [Indexed: 11/23/2022]
Abstract
OBJECTIVES Communicative disorders can complicate social interactions and may be detrimental for one's self-concept. This study aims to assess the self-concept of children with Cochlear Implants (CI). Results of educational peer groups (special needs or typical) were compared. Correlations amongst speech perception, language comprehension, self-concept and other study variables are determined. METHODS This retrospectively patient file study contained 53 CI participants with a mean age of 14.2 (SD = 2.8). Self-concept was measured with the Dutch language version of the Self-Perception Profile for Children and Adolescents. Proportions of low, normal and high competence scores were compared to a normative sample. Outcomes were analyzed for the total CI group and for the two educational peer groups. RESULTS In the Scholastic Competence, Athletic Competence, Physical Appearance and Behavioral Conduct domains larger proportions of high perceived competence levels were found in the CI Total group compared to the hearing normative sample. Children with CIs in the Mainstream educational subgroup were found to have larger proportions of high levels on these domains. Remarkably, children with CI in the Special hearing impaired educational subgroup reported comparable self-concept scores as their hearing peers. Speech perception and language comprehension were positively correlated to Scholastic Competence. CONCLUSION This study has shown that self-concept levels of profoundly hearing impaired children with CI are comparable to those of hearing peers. They are generally satisfied with their functioning in various domains. Better speech perception and language comprehension levels are related to higher outcomes in the Scholastic Competence domain.
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Mood D, Szarkowski A, Brice PJ, Wiley S. Relational Factors in Pragmatic Skill Development: Deaf and Hard of Hearing Infants and Toddlers. Pediatrics 2020; 146:S246-S261. [PMID: 33139438 PMCID: PMC11215649 DOI: 10.1542/peds.2020-0242d] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/31/2020] [Indexed: 11/24/2022] Open
Abstract
In this article, we review relational factors in early childhood believed to contribute in unique ways to pragmatic skill development in deaf and hard of hearing (DHH) infants and toddlers. These factors include attending to infant interactions with caregivers and others, supporting development of theory of mind through play and use of mental state language (ie, describing one's own or others' thoughts, feelings, and beliefs), and providing accessible opportunities for social interaction. On the basis of a review of the literature and clinical experience, we offer prescriptive strategies for supporting DHH children's development in these areas. To improve outcomes for DHH children, medical care providers and allied health professionals have a responsibility to support the development of young DHH children's pragmatic abilities by understanding these variables, coaching caregivers regarding their importance, and facilitating referrals for support when necessary.
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Affiliation(s)
- Deborah Mood
- Section of Developmental Pediatrics, Department of Pediatrics, University of Colorado, Aurora, Colorado;
- Contributed equally as co-first authors
| | - Amy Szarkowski
- Children's Center for Communication/Beverly School for the Deaf, Beverly, Massachusetts
- Boston Children's Hospital, Boston, Massachusetts
- Harvard Medical School, Harvard University, Boston, Massachusetts
- Contributed equally as co-first authors
| | | | - Susan Wiley
- Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, Cincinatti Children's Hospital Medical Center, University of Cincinnati, Cincinnati, Ohio
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Swanepoel B, Swartz L, Gericke R, Mall S. Prevalence and correlates of mental and neurodevelopmental symptoms and disorders among deaf children and adolescents: a systematic review protocol. BMJ Open 2020; 10:e038431. [PMID: 33122316 PMCID: PMC7597516 DOI: 10.1136/bmjopen-2020-038431] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
INTRODUCTION Little is known of the prevalence and correlates of mental and neurodevelopmental symptoms and disorders among deaf children and adolescents. Research suggests that this is a vulnerable population group at high risk of these disorders. However, little is known of correlates of prevalence estimates of these mental disorders and it seems that heterogeneous tools have been used to derive these estimates. Given the heterogeneity of studies measuring the prevalence and correlates of mental and neurodevelopmental symptoms and disorders among deaf children and adolescents, we seek to systematically examine and synthesise observational epidemiological evidence in this area to articulate a more detailed account of these symptoms and disorders and their correlates among this population group. METHODS AND ANALYSIS We will conduct a systematic search of the following electronic databases to identify published observational epidemiological studies examining the prevalence and correlates of mental and neurodevelopmental symptoms and disorders among deaf children and adolescents: EBSCOhost, ERIC, PsycARTICLES, PsycINFO, PubMED, ScienceDirect, SCOPUS and Web of Science. As research in this area is limited, eight databases have been included to widen our search to include as many articles as possible. The search terms will be related to mental and neurodevelopmental symptoms and disorders as well as deaf children and adolescents. Two reviewers will review and extract data from each article independently and, where relevant, discuss differences to reach consensus. Additionally, the reviewers will assess overall study quality and risk of bias using a quality appraisal scale. Findings from studies will be synthesised to produce a quantitative review that summarises existing evidence on mental and neurodevelopmental symptoms and disorders among deaf children and adolescents and their correlates. The publication date of studies will not be restricted so that as much data as possible that fit our inclusion criteria can be sourced. We will conduct our searches between August 2020 and March 2021. ETHICS AND DISSEMINATION This systematic review will use publicly available data and therefore does not require a direct ethical review. The protocol was however submitted for ethics waiver clearance with Stellenbosch University Health Research Ethics Committee. The protocol will be disseminated in a peer-reviewed journal. The review protocol was registered with the PROSPERO International Prospective Register of systematic reviews (http://www.crd.york.ac.uk/PROSPERO). PROSPERO REGISTRATION NUMBER CRD42020189403.
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Affiliation(s)
- Brandon Swanepoel
- Faculty of Arts and Social Sciences, Department of Psychology, Stellenbosch University, Stellenbosch, Western Cape, South Africa
| | - Leslie Swartz
- Faculty of Arts and Social Sciences, Department of Psychology, Stellenbosch University, Stellenbosch, Western Cape, South Africa
| | - Renate Gericke
- School of Community and Human Development, Department of Psychology, University of the Witwatersrand, Johannesburg, Gauteng, South Africa
| | - Sumaya Mall
- School of Public Health, Division of Epidemiology and Biostatistics, University of the Witwatersrand, Johannesburg, Gauteng, South Africa
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Yigider AP, Yilmaz S, Ulusoy H, Kara T, Kufeciler L, Kaya KH. Emotional and behavioral problems in children and adolescents with hearing loss and their effects on quality of life. Int J Pediatr Otorhinolaryngol 2020; 137:110245. [PMID: 32658808 DOI: 10.1016/j.ijporl.2020.110245] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 07/02/2020] [Accepted: 07/02/2020] [Indexed: 10/23/2022]
Abstract
PURPOSE Determination of mental functions in children with hearing loss is important in improving the quality of life of the child. Many scales have been developed for this purpose. In this study, it was aimed to determine the emotional and behavioral effects of both the child with hearing loss and the parent in the hearing loss and device process, and to investigate the effect of this situation on the quality of life. METHODS Forty-five children aged 7-17 years with sensorineural hearing loss with audiometric methods and 32 healthy controls without hearing problem were included in the study. All children received a Powers-Weakness Questionnaire-Self-Reporting Scale, Strengths and Difficulties Questionnaire, Child Anxiety and Depression Scale, and Kid-KINDL Quality of Life Scale. In all parents, the Parental Statement of Powers-Weaknesses Questionnaire and the Kid-KINDL Quality of Life Scale parental form questionnaires were applied. RESULTS In the patient group, both mother (p = 0.001) and father (p = 0.027) education levels were significantly lower than the control group. The success rate of the sick children was lower than that of healthy children (p = 0.013). According to the surveys, the quality of life scale and all subscales were significantly lower in the patient group than in the control group (p < 0.05 for each). Child depression inventory score was also significantly higher in the patient group (p = 0.005). CONCLUSIONS Data obtained in the study indicate that children with hearing disabilities should be closely monitored and undergo a better rehabilitation process in terms of both anxiety and depression and their quality of life. According to our findings, since the parents of hearing-impaired children are observed to have a low level of education, it is seen that these families should be educated more closely in approaching children and improving their quality of life.
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Affiliation(s)
- Ayse Pelin Yigider
- Istanbul Research and Training Hospital, Otorhinolaryngology Clinic, Istanbul, Turkey.
| | - Semra Yilmaz
- Istanbul Dr Sadi Konuk Research and Training Hospital, Child and Adolescent Psychiatry Clinic, Istanbul, Turkey
| | - Huseyin Ulusoy
- Istanbul Dr Sadi Konuk Research and Training Hospital, Otorhinolaryngology Clinic, Istanbul, Turkey
| | - Tayfun Kara
- Istanbul Dr Sadi Konuk Research and Training Hospital, Child and Adolescent Psychiatry Clinic, Istanbul, Turkey
| | - Levent Kufeciler
- Istanbul Dr Sadi Konuk Research and Training Hospital, Otorhinolaryngology Clinic, Audiology Department, Istanbul, Turkey
| | - Kamil Hakan Kaya
- Istanbul Dr Sadi Konuk Research and Training Hospital, Otorhinolaryngology Clinic, Istanbul, Turkey
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Topcu O, Senli FD, Batuk MO, Kilic S, Sennaroglu G. Social competence in children with cochlear implants: is it possible to catch up with their peers? Eur Arch Otorhinolaryngol 2020; 278:2775-2780. [PMID: 32975671 DOI: 10.1007/s00405-020-06363-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2020] [Accepted: 09/08/2020] [Indexed: 11/24/2022]
Abstract
PURPOSE The objective of this study is to compare social competence skills in children with CI and their normal hearing peers. METHODS Forty-six children with normal hearing and 46 children with CI between the ages of 42 and 72 months were included in the control group and study group, respectively. Preschool teachers rated children's social competence in the classroom using the Social Competence and Behavior Evaluation-Preschool Edition. Three subscales constitute the structure of the SCBE-30 scale: anger-aggression, social competence, and anxiety-withdrawal. RESULTS The analyses showed that there were statistically significant differences between social competence scores of the study group and the control group. However, there was no statistically significant difference between anger-aggression scores and anxiety-withdrawal scores of the study group and the control group. There was a significant correlation found between anger-aggression score and the age of starting rehabilitation. CONCLUSION Anger-aggression scores and anxiety-withdrawal scores were similar between children using cochlear implant and normal hearing peers, whereas children with CI show lower social competence abilities than normal hearing peers. Earlier beginning to the rehabilitation programs coincide with lower anger-aggression scores. To the best of our knowledge, this is the first study to reflect these findings more objectively, from the view of teachers.
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Affiliation(s)
- Ozlem Topcu
- Department of Audiology, Hacettepe University, Sihhiye, Ankara, 06100, Turkey
| | | | - Merve Ozbal Batuk
- Department of Audiology, Hacettepe University, Sihhiye, Ankara, 06100, Turkey.
| | - Samet Kilic
- Department of Audiology, Hacettepe University, Sihhiye, Ankara, 06100, Turkey
| | - Gonca Sennaroglu
- Department of Audiology, Hacettepe University, Sihhiye, Ankara, 06100, Turkey
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14
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Boerrigter M, Vermeulen A, Marres H, Mylanus E, Langereis M. Frequencies of Behavioral Problems Reported by Parents and Teachers of Hearing-Impaired Children With Cochlear Implants. Front Psychol 2019; 10:1591. [PMID: 31379656 PMCID: PMC6646424 DOI: 10.3389/fpsyg.2019.01591] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2018] [Accepted: 06/25/2019] [Indexed: 11/13/2022] Open
Abstract
Background: Internalizing and externalizing behavioral problems were frequently reported in profoundly hearing-impaired (HI) children with hearing aids. Due to the positive effect of cochlear implants (CIs) on hearing and language development, a positive effect on behavioral problems was expected. However, there is no consensus about the frequency of behavioral problems in CI children, and studies are often based on one informant with the risk of missing behavioral problems in other contexts. Aims: The first aim of this study was to investigate the frequency of behavioral problems in children with CIs as compared to a hearing normative sample. The second aim was to measure the agreement between the parents' and teachers' rates on the behavioral problem scales. And the third aim was to investigate the relation between speech perception, language skills and the frequencies of reported behavioral problems. Methods: Of 71 CI children, 51% were girls and 49% were boys, and the mean age was 8.6 (SD = 3.3). Behavior was reported by parents using the Child Behavior Checklist (CBCL) and by teachers using the Teacher Report Form (TRF). Frequencies of behavioral problems of CI children (6-16 years) were compared to a normative sample with the chi square test. Parent-teacher agreement was measured with the intraclass correlation coefficient (ICC 2,1). Next CI children were divided into four ability level categories regarding speech perception and language skills. Frequencies of behavioral problems were compared between the categories with the chi square test. Results: Parents and teachers of CI children reported similar frequencies of behavioral problems to the normative sample. Fair to low parent-teacher agreements were found on the behavioral problem scales. A significantly higher frequency of behavioral problems was reported in children with low speech perception and receptive vocabulary at school. Conclusion: Parents and teachers report similar frequencies of behavioral problems children with CIs compared to a hearing normative sample. Children with lower speech perception and language levels are more at risk of developing behavioral problems at school. Adequate speech perception and language levels are found to be protective factors for the development of behavior.
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Affiliation(s)
- Merle Boerrigter
- Department of Otorhinolaryngology, Radboud University Medical Center, Nijmegen, Netherlands.,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Anneke Vermeulen
- Department of Otorhinolaryngology, Radboud University Medical Center, Nijmegen, Netherlands.,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Henri Marres
- Department of Otorhinolaryngology, Radboud University Medical Center, Nijmegen, Netherlands.,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Emmanuel Mylanus
- Department of Otorhinolaryngology, Radboud University Medical Center, Nijmegen, Netherlands.,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Margreet Langereis
- Department of Otorhinolaryngology, Radboud University Medical Center, Nijmegen, Netherlands.,Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
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15
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Netten AP, Rieffe C, Ketelaar L, Soede W, Gadow KD, Frijns JHM. Terrible Twos or Early Signs of Psychopathology? Developmental Patterns in Early Identified Preschoolers With Cochlear Implants Compared With Hearing Controls. Ear Hear 2019; 39:495-502. [PMID: 28990963 DOI: 10.1097/aud.0000000000000500] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Cochlear implants (CIs) have dramatically improved the lives of children who are deaf or hard of hearing; however, little is known about its implications for preventing the development of psychiatric symptoms in this at-risk population. This is the first longitudinal study to examine the early manifestation of emotional and behavioral disorders and associated risk and protective factors in early identified preschoolers with CIs compared with hearing peers. DESIGN Participants were 74 children with CIs and 190 hearing controls between ages 1 and 5 years (mean age, 3.8 years). Hearing loss was detected using the Newborn Hearing Screening in The Netherlands and Flanders. Parents completed the Early Childhood Inventory-4, a well-validated measure, to evaluate the symptoms of DSM-IV-defined psychiatric disorders, during three consecutive years. Language scores were derived from each child's medical notes. RESULTS Children with CIs and hearing controls evidenced comparable levels of disruptive behavior and anxiety/depression (which increased with age in both groups). Greater proficiency in language skills was associated with lower levels of psychopathology. Early CI and longer duration of CI use resulted in better language development. In turn, higher early language skills served as a protective factor against the development of disruptive behavior symptoms. CONCLUSIONS This longitudinal study uniquely shows that improvement in language skills mitigates the development of early signs of psychopathology. Early identification of hearing loss and CIs help children improve their language skills.
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Affiliation(s)
- Anouk P Netten
- Department of Otorhinolaryngology and Head & Neck Surgery, Leiden University Medical Center, Leiden, The Netherlands
| | - Carolien Rieffe
- Department of Otorhinolaryngology and Head & Neck Surgery, Leiden University Medical Center, Leiden, The Netherlands.,Department of Developmental Psychology, Leiden University, Leiden, The Netherlands.,Dutch Foundation for the Deaf and Hard of Hearing Child, Amsterdam, The Netherlands.,Department of Psychiatry, Stony Brook University, Stony Brook, New York, USA.,Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Lizet Ketelaar
- Dutch Foundation for the Deaf and Hard of Hearing Child, Amsterdam, The Netherlands
| | - Wim Soede
- Department of Otorhinolaryngology and Head & Neck Surgery, Leiden University Medical Center, Leiden, The Netherlands
| | - Kenneth D Gadow
- Department of Psychiatry, Stony Brook University, Stony Brook, New York, USA
| | - Johan H M Frijns
- Department of Otorhinolaryngology and Head & Neck Surgery, Leiden University Medical Center, Leiden, The Netherlands.,Department of Developmental Psychology, Leiden University, Leiden, The Netherlands.,Dutch Foundation for the Deaf and Hard of Hearing Child, Amsterdam, The Netherlands.,Department of Psychiatry, Stony Brook University, Stony Brook, New York, USA.,Leiden Institute for Brain and Cognition, Leiden, The Netherlands
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16
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Haukedal CL, von Koss Torkildsen J, Lyxell B, Wie OB. Parents' Perception of Health-Related Quality of Life in Children With Cochlear Implants: The Impact of Language Skills and Hearing. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:2084-2098. [PMID: 30046806 DOI: 10.1044/2018_jslhr-h-17-0278] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2017] [Accepted: 03/23/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE The study compared how parents of children with cochlear implants (CIs) and parents of children with normal hearing perceive their children's health-related quality of life (HR-QOL). METHOD The sample consisted of 186 Norwegian-speaking children in the age span of 5;0-12;11 (years;months): 106 children with CIs (53% boys, 47% girls) and 80 children with normal hearing (44% boys, 56% girls). No children had known additional disabilities affecting language, cognitive development, or HR-QOL. Parents completed the generic questionnaire Pediatric Quality of Life Inventory (Varni, Seid, & Kurtin, 2001), whereas children completed a test battery measuring different aspects of language and hearing. RESULTS Parents of children with CIs reported statistically significantly poorer HR-QOL in their children, on Pediatric Quality of Life Inventory total score and the subdomains social functioning and school functioning. Roughly 50% of parents of children with CIs reported HR-QOL levels (total score) within normal limits. No significant differences between groups emerged on the physical health and emotional functioning subscales. For the children in the group with CIs, better speech perception in everyday situations was associated with higher proxy-ratings of HR-QOL. Better spoken language skills were weakly to moderately associated with higher HR-QOL. CONCLUSIONS The findings suggest that the social and school situation is not yet resolved satisfactorily for children with CIs. Habilitation focusing on spoken language skills and better sound environment may improve social interactions with peers and overall school functioning.
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Affiliation(s)
| | | | - Björn Lyxell
- Department of Behavioural Sciences and Learning, Linnaeus Centre, Swedish Institute for Disability Research, Linköping University, Sweden
| | - Ona Bø Wie
- Faculty of Educational Sciences, Department of Special Needs Education, University of Oslo, Norway
- Division of Surgery and Clinical Neuroscience, Department of Otorhinolaryngology, Oslo University Hospital, Norway
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17
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Zeiler M, Wagner G, Philipp J, Nitsch M, Truttmann S, Dür W, Karwautz A, Waldherr K. The Mental Health in Austrian Teenagers (MHAT) Study: design, methodology, description of study population. NEUROPSYCHIATRIE : KLINIK, DIAGNOSTIK, THERAPIE UND REHABILITATION : ORGAN DER GESELLSCHAFT ÖSTERREICHISCHER NERVENÄRZTE UND PSYCHIATER 2018; 32:121-132. [PMID: 29948852 PMCID: PMC6132433 DOI: 10.1007/s40211-018-0273-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2018] [Accepted: 03/19/2018] [Indexed: 11/23/2022]
Abstract
Profound epidemiological data on the prevalence of mental health disorders and respective risk and protective factors is a prerequisite for adequate prevention, intervention and service planning. Children and adolescents are regarded as high priority groups for prevention in this field because of the high chronicity and individual burden of mental health disorders. The Mental Health in Austrian Teenagers (MHAT)-Study is the first epidemiological study based on a large representative sample of adolescents (N > 3700) in Austria in order to obtain the prevalence of a wide range of behavioral problems and psychiatric disorders. Adolescents are recruited from multiple settings (schools, course providers for early school leavers and psychiatric clinics) in order to enhance the representativity of the sample. A “gold-standard” two-stage design (screening questionnaire and diagnostic interviews) is used to obtain psychiatric diagnoses that are based on the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders which was published by the American Psychiatric Association in 2013. This paper aims at presenting the study design and methodology of the MHAT study, describing the study population as well as discussing relevant strengths and limitations.
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Affiliation(s)
- Michael Zeiler
- Department for Child and Adolescent Psychiatry, Eating Disorders Unit, Medical University of Vienna, Waehringer Guertel 18-20, 1090, Vienna, Austria.,Ludwig Boltzmann Institute Health Promotion Research, Vienna, Austria
| | - Gudrun Wagner
- Department for Child and Adolescent Psychiatry, Eating Disorders Unit, Medical University of Vienna, Waehringer Guertel 18-20, 1090, Vienna, Austria
| | - Julia Philipp
- Department for Child and Adolescent Psychiatry, Eating Disorders Unit, Medical University of Vienna, Waehringer Guertel 18-20, 1090, Vienna, Austria
| | - Martina Nitsch
- Ludwig Boltzmann Institute Health Promotion Research, Vienna, Austria.,FernFH Distance Learning University of Applied Sciences, Zulingergasse 4, 2700, Wiener Neustadt, Austria
| | - Stefanie Truttmann
- Department for Child and Adolescent Psychiatry, Eating Disorders Unit, Medical University of Vienna, Waehringer Guertel 18-20, 1090, Vienna, Austria
| | - Wolfgang Dür
- Ludwig Boltzmann Institute Health Promotion Research, Vienna, Austria.,Department of Sociology, University of Vienna, Rooseveltplatz 2, 1090, Vienna, Austria
| | - Andreas Karwautz
- Department for Child and Adolescent Psychiatry, Eating Disorders Unit, Medical University of Vienna, Waehringer Guertel 18-20, 1090, Vienna, Austria
| | - Karin Waldherr
- Ludwig Boltzmann Institute Health Promotion Research, Vienna, Austria. .,FernFH Distance Learning University of Applied Sciences, Zulingergasse 4, 2700, Wiener Neustadt, Austria.
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18
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Wong LC, Ching T, Cupples L, Leigh G, Marnane, Button L, Martin L, Whitfield L, Gunnourie M. Comparing Parent and Teacher Ratings of Emotional and Behavioural Difficulties in 5-year old Children who are Deaf or Hard-of-Hearing. DEAFNESS & EDUCATION INTERNATIONAL : THE JOURNAL OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF 2018; 22:3-26. [PMID: 32410844 PMCID: PMC7224400 DOI: 10.1080/14643154.2018.1475956] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Accepted: 05/09/2018] [Indexed: 10/21/2023]
Abstract
Children who are deaf or hard of hearing (DHH) are at higher risk of developing mental health problems. This study reports on the parent and teacher ratings of emotional and behavioural difficulties (EBD) in 5-year old DHH children. It explores the similarities and differences between informants, and the risk and protective factors associated with parent and teacher-ratings of EBD. Parents and teachers of 224 DHH children completed questionnaires on children's EBD and functional auditory behaviour. Children completed standardised assessments of non-verbal cognitive and language abilities. On average, parent- and teacher-rated EBD were 0.42 and 0.20 standard deviations higher than typically developing children. Parents reported more behavioural problems (hyperactivity and conduct), whereas teachers reported poorer prosocial behaviour. Inter-rater correlations were generally low to moderate (0.29 to 0.50). Overall, children with additional disabilities, lower non-verbal cognitive ability, and poor functional auditory behaviour were at higher risk of EBD. Language ability was only a significant predictor of teacher-rated EBD for children with hearing aids but not cochlear implants. Differences in informant-ratings emphasize the need for a multi-informant approach to get a global perspective on the psychopathology of DHH children. The findings indicate that parents may need assistance with managing behavioural problems at home, and teachers should facilitate more opportunities to practice prosocial behaviour at school. Intervention efforts should focus on facilitating good functional listening skills, as this may in turn, improve the mental health of young DHH children.
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Affiliation(s)
- L C Wong
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - Tyc Ching
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | | | - G Leigh
- HEARing Cooperative Research Centre
- Royal Institute for Deaf and Blind Children
| | - Marnane
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Button
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Martin
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - L Whitfield
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
| | - M Gunnourie
- National Acoustic Laboratories
- HEARing Cooperative Research Centre
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19
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Wong CL, Ching TY, Leigh G, Cupples L, Button L, Marnane V, Whitfield J, Gunnourie M, Martin L. Psychosocial development of 5-year-old children with hearing loss: Risks and protective factors. Int J Audiol 2018; 57:S81-S92. [PMID: 27541363 PMCID: PMC5316508 DOI: 10.1080/14992027.2016.1211764] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2016] [Accepted: 07/07/2016] [Indexed: 10/21/2022]
Abstract
OBJECTIVE The aims of this paper were to report on the global psychosocial functioning of 5-year-old DHH children and examine the risk and protective factors that predict outcomes. DESIGN A cross-sectional analysis of data collected from a prospective, population-based longitudinal study. STUDY SAMPLE Parents/caregivers of 356 children completed questionnaires on psychosocial development (CDI, SDQ), functional communication (PEACH) and demographic information. Children completed standardized assessments of non-verbal cognitive ability (WNV) and language (PLS-4). RESULTS On average, global psychosocial functioning was within the range of typically developing children; however, variability was high and 12% of children had scores that were more than 2 SDs below the norm. Non-verbal cognitive ability, presence of additional disabilities, language and functional communication significantly predicted outcomes. In contrast, type of hearing device, severity of hearing loss and age at intervention did not. CONCLUSION The global psychosocial functioning of this cohort of 5-year-old DHH children fell within the range of typically developing children. The findings suggest that spoken language ability and functional communication skills are vital for healthy psychosocial development.
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Affiliation(s)
- Cara L Wong
- a National Acoustics Laboratories (NAL) and HEARing CRC
| | | | - Greg Leigh
- b Royal Institute for Deaf and Blind Children (RIDBC) , and
| | | | - Laura Button
- a National Acoustics Laboratories (NAL) and HEARing CRC
| | | | | | | | - Louise Martin
- a National Acoustics Laboratories (NAL) and HEARing CRC
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20
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Wong CL, Ching TYC, Cupples L, Button L, Leigh G, Marnane V, Whitfield J, Gunnourie M, Martin L. Psychosocial Development in 5-Year-Old Children With Hearing Loss Using Hearing Aids or Cochlear Implants. Trends Hear 2018; 21:2331216517710373. [PMID: 28752809 PMCID: PMC5536374 DOI: 10.1177/2331216517710373] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022] Open
Abstract
This article reports on the psychosocial development and factors influencing outcomes of 5-year-old children with cochlear implants (CIs) or hearing aids (HAs). It further examines differences between children with CIs and HAs with similar levels of hearing loss. Data were collected as part of the Longitudinal Outcomes of Children with Hearing Impairment study-a prospective, population-based study. Parents/caregivers of children completed the Strengths and Difficulties Questionnaire ( n = 333), the Social Skills subscale from the Child Development Inventory ( n = 317), and questionnaires on functional auditory behavior (Parents' Evaluation of Aural/oral performance of Children), and demographics. Children completed assessments of nonverbal cognitive ability (Wechsler Non-verbal Scale of Ability) and language (Preschool Language Scale - fourth edition). On average, parent-rated Strengths and Difficulties Questionnaire scores on emotional or behavioral difficulties were within 1 SD of the normative mean; however, Child Development Inventory scores on social skills were more than 1 SD below the norm. Children with severe-to-profound hearing losses using HAs had significantly more behavioral problems than children with CIs. Regression analyses showed that non-verbal cognitive ability, language, and functional auditory behavior were significantly associated with psychosocial outcomes for children with HAs, whereas outcomes for children with CIs were associated with functional auditory behavior and the presence of additional disabilities. Age at hearing intervention, severity of hearing loss, and communication mode were not associated with outcomes. The results suggest that even children who develop good language ability with the help of a HA or CI may have psychosocial problems if they exhibit difficulties with listening and communicating in everyday environments. The findings have implications for developing interventions for young children with hearing loss.
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Affiliation(s)
- Cara L Wong
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia.,3 Macquarie University, NSW, Australia
| | - Teresa Y C Ching
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | | | - Laura Button
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | - Greg Leigh
- 4 Royal Institute for Deaf and Blind Children (RIDBC), Sydney, Australia
| | - Vivienne Marnane
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | - Jessica Whitfield
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | - Miriam Gunnourie
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
| | - Louise Martin
- 1 National Acoustics Laboratories (NAL), Macquarie University, NSW, Australia.,2 HEARing CRC, The University of Melbourne, Carlton, Australia
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21
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Children With Cochlear Implants and Their Parents: Relations Between Parenting Style and Children's Social-Emotional Functioning. Ear Hear 2018; 38:321-331. [PMID: 28002081 DOI: 10.1097/aud.0000000000000387] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVES Parenting a child who has a severe or profound hearing loss can be challenging and at times stressful, and might cause parents to use more adverse parenting styles compared with parents of hearing children. Parenting styles are known to impact children's social-emotional development. Children with a severe to profound hearing loss may be more reliant on their parents in terms of their social-emotional development when compared with their hearing peers who typically have greater opportunities to interact with and learn from others outside their family environment. Identifying the impact which parenting styles pertain on the social-emotional development of children who have cochlear implants (CIs) could help advance these children's well-being. Therefore, the authors compared parenting styles of parents with hearing children and of parents with children who have a CI, and examined the relations between parenting styles and two key aspects of children's social-emotional functioning: emotion regulation and empathy. DESIGN Ninety-two hearing parents and their children (aged 1 to 5 years old), who were either hearing (n = 46) or had a CI (n = 46), participated in this cross-sectional study. Parents completed questionnaires concerning their parenting styles (i.e., positive, negative and uninvolved), and regarding the extent to which their children expressed negative emotions (i.e., anger and sadness) and empathy. Furthermore, an emotion-regulation task measuring negative emotionality was administered to the children. RESULTS No differences in reported parenting styles were observed between parents of hearing children and parents of children with a CI. In addition, negative and uninvolved parenting styles were related to higher levels of negative emotionality in both groups of children. No relation was found between positive parenting and children's social-emotional functioning. Hearing status did not moderate these relationships. Language mediated the relationship between parenting styles and children's social-emotional functioning. CONCLUSIONS Children's hearing status did not impact parenting styles. This may be a result of the support that parents of children with a CI receive during their enrollment in the rehabilitation program preceding and after implantation. Rehabilitation programs should dedicate more attention to informing parents about the impact of parenting behaviors on children's social-emotional functioning. Offering parenting courses as part of the program could promote children's well-being. Future longitudinal research should address the directionality of the relations between parenting styles and children's social-emotional functioning.
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22
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Hall WC. What You Don't Know Can Hurt You: The Risk of Language Deprivation by Impairing Sign Language Development in Deaf Children. Matern Child Health J 2017; 21:961-965. [PMID: 28185206 DOI: 10.1007/s10995-017-2287-y] [Citation(s) in RCA: 79] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
A long-standing belief is that sign language interferes with spoken language development in deaf children, despite a chronic lack of evidence supporting this belief. This deserves discussion as poor life outcomes continue to be seen in the deaf population. This commentary synthesizes research outcomes with signing and non-signing children and highlights fully accessible language as a protective factor for healthy development. Brain changes associated with language deprivation may be misrepresented as sign language interfering with spoken language outcomes of cochlear implants. This may lead to professionals and organizations advocating for preventing sign language exposure before implantation and spreading misinformation. The existence of one-time-sensitive-language acquisition window means a strong possibility of permanent brain changes when spoken language is not fully accessible to the deaf child and sign language exposure is delayed, as is often standard practice. There is no empirical evidence for the harm of sign language exposure but there is some evidence for its benefits, and there is growing evidence that lack of language access has negative implications. This includes cognitive delays, mental health difficulties, lower quality of life, higher trauma, and limited health literacy. Claims of cochlear implant- and spoken language-only approaches being more effective than sign language-inclusive approaches are not empirically supported. Cochlear implants are an unreliable standalone first-language intervention for deaf children. Priorities of deaf child development should focus on healthy growth of all developmental domains through a fully-accessible first language foundation such as sign language, rather than auditory deprivation and speech skills.
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Affiliation(s)
- Wyatte C Hall
- Clinical & Translational Science Institute, University of Rochester Medical Center, Rochester, NY, USA.
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23
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Language deprivation syndrome: a possible neurodevelopmental disorder with sociocultural origins. Soc Psychiatry Psychiatr Epidemiol 2017; 52:761-776. [PMID: 28204923 PMCID: PMC5469702 DOI: 10.1007/s00127-017-1351-7] [Citation(s) in RCA: 76] [Impact Index Per Article: 10.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/07/2016] [Accepted: 01/22/2017] [Indexed: 10/20/2022]
Abstract
PURPOSE There is a need to better understand the epidemiological relationship between language development and psychiatric symptomatology. Language development can be particularly impacted by social factors-as seen in the developmental choices made for deaf children, which can create language deprivation. A possible mental health syndrome may be present in deaf patients with severe language deprivation. METHODS Electronic databases were searched to identify publications focusing on language development and mental health in the deaf population. Screening of relevant publications narrowed the search results to 35 publications. RESULTS Although there is very limited empirical evidence, there appears to be suggestions of a mental health syndrome by clinicians working with deaf patients. Possible features include language dysfluency, fund of knowledge deficits, and disruptions in thinking, mood, and/or behavior. CONCLUSION The clinical specialty of deaf mental health appears to be struggling with a clinically observed phenomenon that has yet to be empirically investigated and defined within the DSM. Descriptions of patients within the clinical setting suggest a language deprivation syndrome. Language development experiences have an epidemiological relationship with psychiatric outcomes in deaf people. This requires more empirical attention and has implications for other populations with behavioral health disparities as well.
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24
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Watson V, Verschuur C, Lathlean J. Exploring the experiences of teenagers with cochlear implants. Cochlear Implants Int 2016; 17:293-301. [PMID: 28004611 DOI: 10.1080/14670100.2016.1257472] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
OBJECTIVES Teenage cochlear implant users' perceptions of deafness, surgery, fitting of the device and life as a cochlear implant wearer were explored in order to gain a more comprehensive understanding of teenagers' experiences of living with the device. METHODS Semi-structured in-depth interviews were undertaken and analysed using thematic analysis. Ten teenagers aged 14-16 years with at least one cochlear implant were interviewed. RESULTS Seven teenagers experienced great pre-operative anxiety and two reported significant post-operative pain. Four of the teenagers described a mismatch between their expectations and the disappointing reality of adjusting to the device. However, all the teenagers reported an enhanced sense of well-being as a result of being able to interact more easily with their world around them. The teenagers differed in the extent to which they identified with the hearing and deaf world. DISCUSSION Despite the early challenges, over time the teenagers experienced many functional and psychosocial benefits. Most felt their lives were now easier as a result of the cochlear implant(s). They described complex, flexible identities. CONCLUSIONS By giving prominence to the teenagers' voices this study has added new knowledge concerning their experience of surgery. The findings also more fully revealed the challenges of adjusting to the device and the impact of having a cochlear implant on the teenagers' identities. Clinical recommendations are made to address the gaps in service highlighted by these findings.
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Affiliation(s)
- Victoria Watson
- a Hearing and Balance Centre , ISVR, University of Southampton , UK
| | - Carl Verschuur
- b University of Southampton Auditory Implant Service , University of Southampton , UK
| | - Judith Lathlean
- c Faculty of Health Sciences , University of Southampton , UK
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25
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Niclasen J, Obel C, Guldager C, Pleinert S, Dammeyer J. Associations between childhood hearing loss and behavioural and academic difficulties: A Danish cohort study. Int J Pediatr Otorhinolaryngol 2016; 90:91-98. [PMID: 27729161 DOI: 10.1016/j.ijporl.2016.09.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/02/2016] [Revised: 09/03/2016] [Accepted: 09/03/2016] [Indexed: 10/21/2022]
Abstract
OBJECTIVE Negative associations between hearing loss (HL) and behavioural and academic difficulties have been reported. However, most studies are based on small clinical samples. The aim of the present study was to investigate such associations using data from a large-scale non-clinical Danish birth cohort controlling for a large number of relevant confounding factors. METHODS The study applied data from the Aarhus Birth Cohort's 10-12-year-old follow-up (N = 7599). Associations between parent-reported HL on the one hand, and parent- and teacher-reported behavioural difficulties measured by the Strengths and Difficulties Questionnaire (SDQ) and parent-reported academic difficulties on the other hand, were investigated. RESULTS After controlling for relevant confounding factors, significant associations were observed between parent-reported HL and parent- and teacher-reported Externalising scores, and academic difficulties. CONCLUSIONS Childhood HL is associated with behavioural and academic difficulties. Parent reported HL in a non-clinical cohort is indicative for academic and behavioural difficulties.
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Affiliation(s)
- Janni Niclasen
- Center for Collaborative Health, Aarhus University, Høegh-Guldbergs Gade 6B, 8000 Aarhus C, Denmark; Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark.
| | - Carsten Obel
- Center for Collaborative Health, Aarhus University, Høegh-Guldbergs Gade 6B, 8000 Aarhus C, Denmark
| | - Christian Guldager
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark
| | - Simone Pleinert
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark
| | - Jesper Dammeyer
- Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353 Copenhagen K, Denmark
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Samuel V, Gamble C, Cullington H, Bathgate F, Bennett E, Coop N, Cropper J, Emond A, Kentish R, Edwards L. Brief Assessment of Parental Perception (BAPP): Development and validation of a new measure for assessing paediatric outcomes after bilateral cochlear implantation. Int J Audiol 2016; 55:699-705. [PMID: 27434545 DOI: 10.1080/14992027.2016.1204669] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
OBJECTIVE In contrast to previous clinical practice, current guidelines recommend bilateral cochlear implantation in children, resulting in a cohort of children who initially received one implant, but have subsequently had a second, contralateral implant. This study aimed to explore satisfaction and quality of life in children implanted simultaneously or sequentially. DESIGN A novel measure of satisfaction and quality of life following paediatric bilateral cochlear implantation (the Brief Assessment of Parental Perception; BAPP) was developed and preliminary validation undertaken as part of a large, national project of bilateral implantation. Children's parents completed the measure yearly for up to three years following implantation. STUDY SAMPLE Children from 14 UK implant centres were recruited into the study; data were available for 410 children one year post-implantation. RESULTS The BAPP was found to have good face and convergent validity, and internal consistency. Results indicated very high levels of satisfaction with the devices, and improvements in quality of life. However there was evidence that children implanted sequentially were less willing to wear their second implant in the first two years than those children receiving simultaneous implants. CONCLUSION Simultaneous and sequential cochlear implants have a positive impact on the quality of life of deaf children.
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Affiliation(s)
- V Samuel
- a South Wales Doctoral Programme in Clinical Psychology, School of Psychology, Cardiff University , UK
| | - C Gamble
- b University of Southampton Auditory Implant Service (USAIS) , Southampton , UK
| | - H Cullington
- b University of Southampton Auditory Implant Service (USAIS) , Southampton , UK
| | - F Bathgate
- c Cochlear Implant Programme, Great Ormond Street Hospital for Children , London , UK
| | - E Bennett
- d Nottingham Auditory Implant Programme , Nottingham , UK
| | - N Coop
- c Cochlear Implant Programme, Great Ormond Street Hospital for Children , London , UK
| | - J Cropper
- e Guy's and St Thomas' Hearing Implant Centre , London , UK
| | - A Emond
- f Cochlear Implant Programme , Royal National Throat, Nose and Ear Hospital , London , UK
| | - R Kentish
- f Cochlear Implant Programme , Royal National Throat, Nose and Ear Hospital , London , UK
| | - L Edwards
- c Cochlear Implant Programme, Great Ormond Street Hospital for Children , London , UK
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Niclasen J, Dammeyer J. Psychometric Properties of the Strengths and Difficulties Questionnaire and Mental Health Problems Among Children With Hearing Loss. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2016; 21:129-40. [PMID: 26714489 PMCID: PMC4886320 DOI: 10.1093/deafed/env067] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2015] [Accepted: 12/01/2015] [Indexed: 05/05/2023]
Abstract
More knowledge is needed about the characteristics of mental health problems among deaf or hard of hearing (D/HH) children. This study investigates the factor structure of one of the most widely used screening tools, the Strengths and Difficulties Questionnaire (SDQ), and the prevalence of mental health problems among D/HH children. Our data were derived from two independent samples of D/HH children, one from 2007 of children (N = 334) in bilingual/bicultural educational programs and another from 2014 of children (N = 233) in mostly mainstream oral educational programs with cochlear implants. Teacher-SDQs were collected for the 2007 sample and parent-SDQs for the 2014 sample. The factor structure of the SDQ was examined from both Exploratory Factor Analytic (EFA) and Confirmatory Factor Analytic (CFA) perspectives and internal consistency was examined. Mean problem scores were presented. The five-factor structure of the SDQ was overall found for both the 2007 and the 2014 samples using EFA. However, problems with the Conduct scale and the reversed items loading onto the Prosocial scale were observed. The five-factor model was superior to a one- and a two-factor model from a CFA perspective in both samples. Better internal consistency was observed for the 2007 sample rated by teachers. Both samples showed higher mean scores on all SDQ problem subscales compared to a cohort of Danish children without hearing loss. The five-factor structure of the SDQ is recommended to be used among D/HH children.
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Huber M, Pletzer B, Giourgas A, Nickisch A, Kunze S, Illg A. Schooling Relates to Mental Health Problems in Adolescents with Cochlear Implants-Mediation by Hearing and Family Variables. Front Psychol 2015; 6:1889. [PMID: 26733898 PMCID: PMC4683195 DOI: 10.3389/fpsyg.2015.01889] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2015] [Accepted: 11/23/2015] [Indexed: 12/27/2022] Open
Abstract
Aim of this multicenter study was to investigate whether schooling relates to mental health problems of adolescents with cochlear implants (CI) and how this relationship is mediated by hearing and family variables. One hundred and forty secondary school students with CI (mean age = 14.7 years, SD = 1.5), their hearing parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ). Additional audiological tests (speech comprehension tests in quiet and noise) were performed. Students of special schools for hearing impaired persons (SSHIs) showed significantly more conduct problems (p < 0.05) and a significantly higher total difficulty score (TDS) (p < 0.05) compared to students of mainstream schools. Mental health problems did not differ between SSHI students with sign language education and SSHI students with oral education. Late implanted students and those with indication for additional handicaps were equally distributed among mainstream schools and SSHIs. However, students in SSHIs were more restricted to understand speech in noise, had a lower social background and were more likely to come from single-parent families. These factors were found to be partial mediators of the differences in mental health problems between the two school types. However, no variable could explain comprehensively, why students of SSHIs have more mental health problems than mainstream pupils.
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Affiliation(s)
- Maria Huber
- Department of Otorhinolaryngology, Head and Neck Surgery, Paracelsus Medical University Salzburg Salzburg, Austria
| | - Belinda Pletzer
- Department of Psychology and Center for Neurocognitive Research, University of Salzburg Salzburg, Austria
| | - Alexandros Giourgas
- Department of Otorhinolaryngology, Hannover Medical School Hannover, Germany
| | - Andreas Nickisch
- Department of Hearing-Language-Cochlear Implants, kbo-Kinderzentrum München Munich, Germany
| | - Silke Kunze
- Department of Hearing-Language-Cochlear Implants, kbo-Kinderzentrum München Munich, Germany
| | - Angelika Illg
- Department of Otorhinolaryngology, Hannover Medical School Hannover, Germany
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Huber M, Burger T, Illg A, Kunze S, Giourgas A, Braun L, Kröger S, Nickisch A, Rasp G, Becker A, Keilmann A. Mental health problems in adolescents with cochlear implants: peer problems persist after controlling for additional handicaps. Front Psychol 2015; 6:953. [PMID: 26236251 PMCID: PMC4502340 DOI: 10.3389/fpsyg.2015.00953] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2015] [Accepted: 06/25/2015] [Indexed: 12/04/2022] Open
Abstract
The aims of the present multi-center study were to investigate the extent of mental health problems in adolescents with a hearing loss and cochlear implants (CIs) in comparison to normal hearing (NH) peers and to investigate possible relations between the extent of mental health problems of young CI users and hearing variables, such as age at implantation, or functional gain of CI. The survey included 140 adolescents with CI (mean age = 14.7, SD = 1.5 years) and 140 NH adolescents (mean age = 14.8, SD = 1.4 years), their parents and teachers. Participants were matched by age, gender and social background. Within the CI group, 35 adolescents were identified as “risk cases” due to possible and manifest additional handicaps, and 11 adolescents were non-classifiable. Mental health problems were assessed with the Strengths and Difficulties Questionnaire (SDQ) in the versions “Self,” “Parent,” and “Teacher.” The CI group showed significantly more “Peer Problems” than the NH group. When the CI group was split into a “risk-group” (35 “risk cases” and 11 non-classifiable persons) and a “non-risk group” (n = 94), increased peer problems were perceived in both CI subgroups by adolescents themselves. However, no further differences between the CI non-risk group and the NH group were observed in any rater. The CI risk-group showed significantly more hyperactivity compared to the NH group and more hyperactivity and conduct problems compared to the CI non-risk group. Cluster analyses confirmed that there were significantly more adolescents with high problems in the CI risk-group compared to the CI non-risk group and the NH group. Adolescents with CI, who were able to understand speech in noise had significantly less difficulties compared to constricted CI users. Parents, teachers, and clinicians should be aware that CI users with additionally special needs may have mental health problems. However, peer problems were also experienced by CI adolescents without additional handicaps.
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Affiliation(s)
- Maria Huber
- Department of Otorhinolaryngology, Head and Neck Surgery, Paracelsus Medical University Salzburg Salzburg, Austria
| | - Thorsten Burger
- Department of Otorhinolaryngology, Cochlear Implant Center Freiburg, University of Freiburg Freiburg, Germany
| | - Angelika Illg
- Department of Otolaryngology, Hannover Medical School Hannover, Germany
| | - Silke Kunze
- Socialpediatric Center Munich Munich, Germany
| | | | - Ludwig Braun
- Section of Communication Disorders, Clinic of Otorhinolaryngology, Head and Neck Surgery, University of Mainz Mainz, Germany
| | - Stefanie Kröger
- Department of Otorhinolaryngology, Cochlear Implant Center Freiburg, University of Freiburg Freiburg, Germany
| | | | - Gerhard Rasp
- Department of Otorhinolaryngology, Head and Neck Surgery, Paracelsus Medical University Salzburg Salzburg, Austria
| | - Andreas Becker
- Department of Child and Adolescent Psychiatry, University of Goettingen Goettingen, Germany
| | - Annerose Keilmann
- Section of Communication Disorders, Clinic of Otorhinolaryngology, Head and Neck Surgery, University of Mainz Mainz, Germany
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Stevenson J, Kreppner J, Pimperton H, Worsfold S, Kennedy C. Emotional and behavioural difficulties in children and adolescents with hearing impairment: a systematic review and meta-analysis. Eur Child Adolesc Psychiatry 2015; 24:477-96. [PMID: 25758233 PMCID: PMC4419186 DOI: 10.1007/s00787-015-0697-1] [Citation(s) in RCA: 98] [Impact Index Per Article: 10.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/17/2014] [Accepted: 02/16/2015] [Indexed: 10/25/2022]
Abstract
The aim of this study is to estimate the extent to which children and adolescents with hearing impairment (HI) show higher rates of emotional and behavioural difficulties compared to normally hearing children. Studies of emotional and behavioural difficulties in children and adolescents were traced from computerized systematic searches supplemented, where appropriate, by studies referenced in previous narrative reviews. Effect sizes (Hedges' g) were calculated for all studies. Meta-analyses were conducted on the weighted effect sizes obtained for studies adopting the Strength and Difficulties Questionnaire (SDQ) and on the unweighted effect sizes for non-SDQ studies. 33 non-SDQ studies were identified in which emotional and behavioural difficulties in children with HI could be compared to normally hearing children. The unweighted average g for these studies was 0.36. The meta-analysis of the 12 SDQ studies gave estimated effect sizes of 0.23 (95% CI 0.07, 0.40), 0.34 (95% CI 0.19, 0.49) and -0.01 (95% CI -0.32, 0.13) for Parent, Teacher and Self-ratings of Total Difficulties, respectively. The SDQ sub-scale showing consistent differences across raters between groups with HI and those with normal hearing was Peer Problems. Children and adolescents with HI have scores on emotional and behavioural difficulties measures about a quarter to a third of a standard deviation higher than hearing children. Children and adolescents with HI are in need of support to help their social relationships particularly with their peers.
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Affiliation(s)
- Jim Stevenson
- Faculty of Social and Human Sciences, University of Southampton, Highfield, Southampton, SO17 1BJ, UK,
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Anmyr L, Olsson M, Freijd A, Larsson K. Sense of coherence, social networks, and mental health among children with a cochlear implant. Int J Pediatr Otorhinolaryngol 2015; 79:610-5. [PMID: 25726019 DOI: 10.1016/j.ijporl.2015.02.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/12/2014] [Revised: 02/04/2015] [Accepted: 02/05/2015] [Indexed: 11/27/2022]
Abstract
OBJECTIVE The aim of this study was to explore the personal and social resources of children with a cochlear implant from a child's perspective. METHOD This descriptive cross-sectional study included 19 children with cochlear implants, aged 9-12 years. Data was collected, using the children's sense of coherence (CSOC) scale, the Network map, and the strengths and difficulties questionnaire (SDQ). The data was analyzed using descriptive and correlation statistics. RESULTS Most children had a strong sense of coherence. School life was an important arena for their social network. The mental health was comparable to normal hearing children. Still, some of the children with implants had low SOC and poor mental health. High SOC and closeness of the social network, especially in school, were associated with good mental health. CONCLUSION This study shows that Swedish school-aged children with cochlear implants as a group have access to personal and social resources as strong sense of coherence and social networks. Still, there are individual children with psychosocial problems who need support and treatment.
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Affiliation(s)
- Lena Anmyr
- CLINTEC Department, Karolinska Institutet, SE-171 77 Stockholm, Sweden.
| | - Mariann Olsson
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, 23400 S-141 83 Huddinge, Sweden
| | - Anders Freijd
- CLINTEC Department, Karolinska Institutet, SE-171 77 Stockholm, Sweden
| | - Kjerstin Larsson
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, 23400 S-141 83 Huddinge, Sweden; Department of Public Health and Caring Sciences, Uppsala University, S-751 22 Uppsala, Sweden
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Hilton K, Jones F, Harmon S, Cropper J. Adolescents' experiences of receiving and living with sequential cochlear implants: an interpretative phenomenological analysis. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2013; 18:513-531. [PMID: 23744061 DOI: 10.1093/deafed/ent025] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
There is currently a unique opportunity to examine the experiences of young people who receive a second sequential cochlear implant (SCI), after only having had 1 cochlear implant (CI) for most of their lives. Eleven young people who had opted to receive an SCI were interviewed. Interpretative phenomenological analysis resulted in the identification of 6 master themes. Most participants enjoyed improved confidence and social well-being following their SCI and felt that 2 CIs were superior to 1. The majority identified themselves as hearing and deaf, but not culturally Deaf, as they strived to live in the hearing world. However, this was not without challenges and many young people experienced feelings of difference in the hearing world. These findings have clinical implications in terms of the role of clinical psychologists and other mental health professionals in CI clinics and in providing information to families making decisions about CIs. These findings add to the emergent deaf identity development literature in young people with CIs.
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Affiliation(s)
- Kristina Hilton
- Department of Applied Psychology, Canterbury Christ Church University, Salomons Campus, Broomhill Road, Tunbridge Wells, Kent TN3 0TG, UK.
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Anmyr L, Larsson K, Olsson M, Freijd A. Strengths and difficulties in children with cochlear implants--comparing self-reports with reports from parents and teachers. Int J Pediatr Otorhinolaryngol 2012; 76:1107-12. [PMID: 22613755 DOI: 10.1016/j.ijporl.2012.04.009] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/19/2012] [Revised: 04/12/2012] [Accepted: 04/14/2012] [Indexed: 10/28/2022]
Abstract
OBJECTIVE The aim was to explore and compare how children with cochlear implants, their parents, and their teachers perceive the children's mental health in terms of emotional and behavioral strengths and difficulties. METHODS The self-report, parents', and teachers' versions of the Strengths and Difficulties Questionnaire (SDQ) were used to assess the mental health of 22 children with cochlear implants. The children's assessments were then compared to the parents' and 17 teachers' assessments. The data were analyzed using the SPSS software package. RESULTS Total difficulties (p=.000), emotional symptoms (p=.000), and conduct problems (p=.007) were greater according to the children than according to parents and teachers. Younger children (9 years, n=12) reported more emotional symptoms than older children (12 and 15 years, n=10). Almost a quarter of the children rated themselves in a way indicating mental ill-health. Parents and teachers each indicated mental ill-health for one child. CONCLUSIONS Children with cochlear implants express greater concerns about their mental health than their parents and teachers do. This is important knowledge for adults in families, schools, and health care in order to support these children and offer treatment when needed.
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Affiliation(s)
- Lena Anmyr
- CLINTEC Department, Karolinska Institutet, SE-171 77 Stockholm, Sweden.
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Predicting social functioning in children with a cochlear implant and in normal-hearing children: the role of emotion regulation. Int J Pediatr Otorhinolaryngol 2012; 76:883-9. [PMID: 22459035 DOI: 10.1016/j.ijporl.2012.02.065] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/17/2011] [Revised: 02/26/2012] [Accepted: 02/28/2012] [Indexed: 10/28/2022]
Abstract
OBJECTIVE The purpose of the present study was to compare children with a cochlear implant and normal hearing children on aspects of emotion regulation (emotion expression and coping strategies) and social functioning (social competence and externalizing behaviors) and the relation between emotion regulation and social functioning. METHODS Participants were 69 children with cochlear implants (CI children) and 67 normal hearing children (NH children) aged 1.5-5 years. Parents answered questionnaires about their children's language skills, social functioning, and emotion regulation. Children also completed simple tasks to measure their emotion regulation abilities. RESULTS Cochlear implant children had fewer adequate emotion regulation strategies and were less socially competent than normal hearing children. The parents of cochlear implant children did not report fewer externalizing behaviors than those of normal hearing children. While social competence in normal hearing children was strongly related to emotion regulation, cochlear implant children regulated their emotions in ways that were unrelated with social competence. On the other hand, emotion regulation explained externalizing behaviors better in cochlear implant children than in normal hearing children. While better language skills were related to higher social competence in both groups, they were related to fewer externalizing behaviors only in cochlear implant children. CONCLUSIONS Our results indicate that cochlear implant children have less adequate emotion-regulation strategies and less social competence than normal hearing children. Since they received their implants relatively recently, they might eventually catch up with their hearing peers. Longitudinal studies should further explore the development of emotion regulation and social functioning in cochlear implant children.
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