Cognitive Skills and Academic Achievement of Deaf Children with Cochlear Implants

Objective. To compare cognitive performance between children with cochlear implants (CI) and normal-hearing peers; provide information about correlations between cognitive performance, basic academic achievement, and medical/audiological and social background variables; and assess the predictor quality of these variables for cognition. Study Design. Cross-sectional study with comparison group, diagnostic test assessment. Setting. Data were collected in the authors' clinic (children with CI) and in Austrian schools (normal-hearing children). Subjects and Methods. Forty children with CI (of the initial 65 children eligible for this study), aged 7 to 11 years, and 40 normal-hearing children, matched by age and sex, were tested with (a) the Culture Fair Intelligence Test (CFIT); (b) the Number Sequences subtest of the Heidelberger Rechentest 1-4 (HRT); (c) Comprehension, (d) Coding, (e) Digit Span, and (f) Vocabulary subtests of HAWIK III (German WISC III); (g) the Corsi Block Tapping Test; (h) the Arithmetic Operations subtests of the HRT; and (i) Salzburger Lese-Screening (SLS, reading). In addition, medical, audiological, social, and educational data from children with CI were collected. Results. The children with CI equaled normal-hearing children in (a), (d), (e), (g), (h), and (i) and performed significantly worse in (b), (c) and (f). Background variables correlate significantly with cognitive skills and academic achievement. Medical/audiological variables explain 44.3% of the variance in CFTI (CFIT, younger children). Social variables explain 55% of CFTI and 24.5% of the Corsi test. Conclusions. This study augments the knowledge about cognitive skills and academic skills of children with CI. Cognitive performance is dependent on the early feasibility to hear and the social/educational background of the family.