Language and academic outcomes of children with cochlear implants in an inclusive setting: Evidence from 18 years of data

Abstract

Objective

This study examined outcomes in core and pragmatic language, receptive vocabulary, and academic skills in children with cochlear implants (CIs) enrolled in an inclusive educational setting.

Methods

Eighty-eight children with CIs were included in the analyses. Data was collected over an 18-year period, at six-month intervals for core language, vocabulary, and pragmatic skills and in kindergarten and second grade for academic skills. Kaplan-Meier analyses were used to estimate the median time to achieve age-appropriate scores.

Results

Results indicated the median time to obtain age-appropriate skills for children with CIs enrolled in our program was less than three years for core language and pragmatic skills and less than two years for vocabulary. Over 90% of the sample had academic skills in the average range in both kindergarten and second grade.

Discussion

This study shares outcomes of children with CIs who received consistent and intensive transdisciplinary intervention in an inclusive educational setting, revealing the trajectory required to obtain age-appropriate skills, when compared to normative data.

Conclusion

Results were favorable, indicating that children with CIs in an inclusive program, with intensive intervention and strong language and social models, can develop skills commensurate with typically developing peers across a variety of core skills.

Keywords:

• Cochlear implants
• Pediatric
• Inclusive education
• Vocabulary
• Language
• Academics

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Sharlene M. Wilson Ottley

Dr. Sharlene Wilson Ottley currently serves as the Director of Research and Outreach at The River School and Potomac River Clinic. Dr. Ottley completed graduate studies in Speech-Language Pathology at Gallaudet University with an emphasis in Pediatric Aural Rehabilitation. After graduate work, Dr. Ottley spent time in Mexico teaching English courses and completing intensive coursework in Spanish. Prior to joining The River School, Dr. Ottley has worked in a variety of early intervention, school-based, and outpatient settings providing services to children from culturally and linguistically diverse backgrounds, including those with cochlear implants and Spanish-English bilingual students. She completed her PhD in Communication Sciences and Disorders at Howard University, with focus on children with cochlear implants from bilingual Spanish/English speaking homes. In her current position, Dr. Ottley oversees the research and assessment efforts. Additionally, she coordinates and designs community-based programs for underserved children. Her research focuses on improving vocabulary and literacy outcomes for children with hearing loss, particularly those from marginalized and diverse backgrounds. Dr. Ottley has served as adjunct professor at Howard University and New York University.

Meredith Ouellette

Meredith Ouellette is the Director of Clinical Services at Potomac River Clinic. Ms. Ouellette holds a BS from the University of Florida, specialized coursework in Communication Disorders from Howard University, and a Master of Science in Speech-Language Pathology from Gallaudet University. She supervises the clinical operations of both Potomac River Clinic and The River School and has provided individual and classroom-based speech and language therapy to children with hearing loss. Ms. Ouellette participates in clinical research projects relating to outcomes in children with cochlear implants. She served as site supervisor for the NIH funded grant, Childhood Development after Cochlear Implantation (CDaCI). Ms. Ouellette has certification/training in cochlear implant rehabilitation; PROMPT Oral Motor Training; and in the evaluation and treatment of children with Childhood Apraxia of Speech. She has served as an adjunct faculty member at Gallaudet University and The George Washington University.

Nancy K. Mellon

Nancy Mellon is the founding Head of The River School, an inclusive program for children with cochlear implants in Washington, DC. She is the Executive Director of Potomac River Clinic, a clinical program that serves children with hearing loss. Ms. Mellon holds an MS in Developmental Psychology from Johns Hopkins University. She served as Clinical Coordinator of The Listening Center at Johns Hopkins for 6 years before founding the River School in 1999. She is a Past President of the Association of Independent Schools of Greater Washington and served for six years as a public member of ASHA's Government Relations and Public Policy Board.

Colleen Caverly

Dr. Colleen Caverly is a Clinical Psychology Post-Doctoral Fellow at The River School and Chattering Children. Dr. Caverly completed graduate studies at Gallaudet University and specializes in development, with specific interest in understanding the intersections of environmental and developmental influences on child and family functioning. They have expertise in the assessment and treatment of Deaf and Hard-of-Hearing children with and without developmental concerns.

Christine M. Mitchell

Christine Mitchell, ScM is a Research Associate in the Epidemiology Department at Johns Hopkins Bloomberg School of Public Health. Christine has over a decade of experience managing and coordinating multicenter clinical research studies to ensure their successful conduct, overseeing all aspects of research data, including selection of measurement instruments, form design, database design and management, report generation, data integrity checks, and data analysis and interpretation. She also has broader study management experience, including preparing budgets, hiring and supervising staff, developing timelines, preparing study-related materials, and organizing meetings to promote good communication and collaboration across sites. Christine serves as the Project Manager and Data Coordinating Center Co-PI of the Childhood Development after Cochlear Implantation (CDaCI) Study, and she recently assumed the role of Project Manager for the Aging and Cognitive Health Evaluation in Elders (ACHIEVE) Study.

Elizabeth Adams Costa

Dr. Elizabeth Adams Costa is a Licensed Clinical Psychologist at The River School and Potomac River Clinic. Dr. Adams holds a BA from the University of Virginia, and a Ph.D. in Clinical Psychology from Gallaudet University. Dr. Adams specializes in development, and has expertise in the assessment, diagnosis, and treatment of children with developmental differences. She has published on topics including parent stress and support, and the assessment and cognitive profiles of children with hearing loss.