Comparisons of IQ in children with and without cochlear implants: longitudinal findings and associations with langage (Record no. 2907)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03074nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20180706152239.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180706b ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | National Acoustics Laboratories |
| 245 ## - TITLE STATEMENT | |
| Title | Comparisons of IQ in children with and without cochlear implants: longitudinal findings and associations with langage |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc | Objectives: To make longitudinal comparisons of intelligence quotient (IQ)<br/>in children with cochlear implants (CIs) and typical hearing peers from early<br/>in development to the school-age period. Children with additional comorbidities<br/>and CIs were also evaluated. To estimate the impact of socioeconomic<br/>status and oral language on school-age cognitive performance.<br/>Design: This longitudinal study evaluated nonverbal IQ in a multicenter,<br/>national sample of 147 children with CIs and 75 typically hearing peers.<br/>IQ was evaluated at baseline, prior to cochlear implantation, using the Bayley Scales of Infant and Toddler Development and the Leiter International Performance Scale. School-age IQ was assessed using the Wechsler Intelligence Scales for Children. For the current study, only the<br/>Perceptual Reasoning and Processing Speed indices were administered.<br/>Oral language was evaluated using the Comprehensive Assessment of Spoken Language.<br/>Results: Children in the CI group scored within the normal range of intelligence<br/>at both time points. However, children with additional comorbidities scored significantly worse on the Processing Speed, but not the<br/>Perceptual Reasoning Index. Maternal education and language were significantly<br/>related to school-age IQ in both groups. Importantly, language<br/>was the strongest predictor of intellectual functioning in both children<br/>with CIs and normal hearing.<br/>Conclusion: These results suggest that children using cochlear implants<br/>perform similarly to hearing peers on measures of intelligence, but those<br/>with severe comorbidities are at-risk for cognitive deficits. Despite the<br/>strong link between socioeconomic status and intelligence, this association<br/>was no longer significant once spoken language performance was<br/>accounted for. These results reveal the important contributions that early<br/>intervention programs, which emphasize language and parent training,<br/>contribute to cognitive functioning in school-age children with CIs. For families from economically disadvantaged backgrounds, who are at-risk for suboptimal outcomes, these early intervention programs are critical to improve overall functioning. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Cochlear implants |
| 9 (RLIN) | 201 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Intelligence quotient |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Socioeconomic status |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Spoken language |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Cognitive abilities |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Hearing loss |
| 9 (RLIN) | 720 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Processing speed |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Perceptual reasoning |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Language development |
| 9 (RLIN) | 73 |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Ivette Cejas |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/927/Comparisons%20of%20IQ%20in%20Children%20With%20and%20Without.pdf?sequence=1&isAllowed=y">https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/927/Comparisons%20of%20IQ%20in%20Children%20With%20and%20Without.pdf?sequence=1&isAllowed=y</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Universal Decimal Classification |
| Koha item type | Journal article |
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