Knowledge, experience and practice of SLTs regarding (re)habilitation in deaf children with cochlear implants
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International Journal of Pediatric Otorhinolaryngology 78 (2014) 1049–1056Abstract: Objectives: To assess the knowledge, experience and practices of speech and language therapists (SLTs) in
Greece regarding children with cochlear implants.
Methods: A special designed questionnaire was originally completed electronically by 313 SLTs via
surveymonkey platform.
Results: From the 313 respondents 35% had worked with implanted children, 37% received course
training and 44% had participated in post-graduate seminars. Although 96% believe that there are
differences in the management of these children, almost 47% of the participants did not have adequate
knowledge on the candidacy criteria for implantation and 70% regarding the available technology for
implanted children. Knowledge and skills on CI were better for those SLTs who worked with hearingimpairment.
Diverse practice models were noted. Interestingly, more than 87% of the participants
advocated toward further training and supervision in the field, even the ones who had less than
extensive knowledge in working with CI. As for practice, a lack of organizational interdisciplinary
structure became evident.
Conclusions: There is a growing need for well organized professional training and team networks for SLTs
in order for them to further improve their knowledge and service delivery to implanted children.
Objectives: To assess the knowledge, experience and practices of speech and language therapists (SLTs) in
Greece regarding children with cochlear implants.
Methods: A special designed questionnaire was originally completed electronically by 313 SLTs via
surveymonkey platform.
Results: From the 313 respondents 35% had worked with implanted children, 37% received course
training and 44% had participated in post-graduate seminars. Although 96% believe that there are
differences in the management of these children, almost 47% of the participants did not have adequate
knowledge on the candidacy criteria for implantation and 70% regarding the available technology for
implanted children. Knowledge and skills on CI were better for those SLTs who worked with hearingimpairment.
Diverse practice models were noted. Interestingly, more than 87% of the participants
advocated toward further training and supervision in the field, even the ones who had less than
extensive knowledge in working with CI. As for practice, a lack of organizational interdisciplinary
structure became evident.
Conclusions: There is a growing need for well organized professional training and team networks for SLTs
in order for them to further improve their knowledge and service delivery to implanted children.