PMID- 34883326
OWN - NLM
STAT- MEDLINE
DCOM- 20220105
LR  - 20220105
IS  - 1872-8464 (Electronic)
IS  - 0165-5876 (Linking)
VI  - 152
DP  - 2022 Jan
TI  - Social communication and quality of life in children using hearing aids.
PG  - 111000
LID - S0165-5876(21)00393-1 [pii]
LID - 10.1016/j.ijporl.2021.111000 [doi]
AB  - OBJECTIVES: This study compared the parent-reported structural language and 
      social communication skills-measured with the Children's Communication 
      Checklist-2 (CCC-2)-and health-related quality of life (HR-QOL)-measured with the 
      Pediatric Quality of Life Inventory (PedsQL)-of children who use hearing aids 
      (HAs) and their typical-hearing (TH) peers. DESIGN: The participants were 88 
      children (age range of 5; 6 to 13; 1 (years; months)) and their parents: 45 
      children with bilateral moderate to severe hearing loss using HAs who had no 
      additional disabilities and 43 children with typical hearing. The groups were 
      matched based on chronological age, gender, nonverbal IQ, and parental education 
      level. The parents completed questionnaires related to their children's 
      communication skills, including subdomains structural language and social 
      communication, and HR-QOL. RESULTS: The HA group had significantly poorer overall 
      communication skills than the TH group (r = 0.49). The children in the HA group 
      scored significantly lower than the TH group on both structural language 
      (r = 0.37) and social communication (r = 0.41). Half of the children in the HA 
      group had overall communication scores that either indicated concern or required 
      further investigation according to the instrument's manual. In terms of 
      psychosocial functioning, which was measured as HR-QOL, the subdomain school 
      functioning was the main driver of the difference between groups, with the HA 
      group being at least twice as likely (OR = 2.52) as the TH group to have poor 
      HR-QOL in the school domain. Better parent-reported social communication was 
      associated with better parent-reported psychosocial functioning in the children 
      using HAs-even when background variables were taken into account. CONCLUSION: The 
      results suggest that traditional assessments and interventions targeting 
      structural aspects of language may overlook social communication difficulties in 
      children with HAs, even those with no additional disabilities. As school 
      functioning stood out as the most problematic domain for children with HAs, 
      efforts to improve the well-being of these children should focus on this area.
CI  - Copyright (c) 2021 The Authors. Published by Elsevier B.V. All rights reserved.
FAU - Haukedal, Christiane Lingas
AU  - Haukedal CL
AD  - Department of Special Needs Education, Faculty of Educational Sciences, 
      University of Oslo, Oslo, Norway; Department of Vocational Teacher Education, 
      Faculty of Education and International Studies, Oslo Metropolitan University, 
      Oslo, Norway. Electronic address: chrislh@oslomet.no.
FAU - Wie, Ona Bo
AU  - Wie OB
AD  - Department of Special Needs Education, Faculty of Educational Sciences, 
      University of Oslo, Oslo, Norway; Division of Surgery and Clinical Neuroscience, 
      Department of Otorhinolaryngology, Oslo University Hospital, Oslo, Norway.
FAU - Schauber, Stefan K
AU  - Schauber SK
AD  - Centre for Health Sciences Education, University of Oslo, Oslo, Norway.
FAU - Lyxell, Bjorn
AU  - Lyxell B
AD  - Department of Special Needs Education, Faculty of Educational Sciences, 
      University of Oslo, Oslo, Norway; Department of Behavioural Sciences and 
      Learning, Linnaeus Centre HEAD, Swedish Institute for Disability Research, 
      Linkoping University, Linkoping, Sweden.
FAU - Fitzpatrick, Elizabeth M
AU  - Fitzpatrick EM
AD  - Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada; CHEO 
      Research Institute, Ottawa, Ontario, Canada.
FAU - von Koss Torkildsen, Janne
AU  - von Koss Torkildsen J
AD  - Department of Special Needs Education, Faculty of Educational Sciences, 
      University of Oslo, Oslo, Norway.
LA  - eng
PT  - Journal Article
DEP - 20211204
PL  - Ireland
TA  - Int J Pediatr Otorhinolaryngol
JT  - International journal of pediatric otorhinolaryngology
JID - 8003603
SB  - IM
MH  - Child
MH  - Communication
MH  - Hearing
MH  - *Hearing Aids
MH  - Humans
MH  - Infant
MH  - *Quality of Life
MH  - Surveys and Questionnaires
EDAT- 2021/12/10 06:00
MHDA- 2022/01/06 06:00
CRDT- 2021/12/09 20:19
PHST- 2021/09/08 00:00 [received]
PHST- 2021/11/10 00:00 [revised]
PHST- 2021/12/02 00:00 [accepted]
PHST- 2021/12/10 06:00 [pubmed]
PHST- 2022/01/06 06:00 [medline]
PHST- 2021/12/09 20:19 [entrez]
AID - S0165-5876(21)00393-1 [pii]
AID - 10.1016/j.ijporl.2021.111000 [doi]
PST - ppublish
SO  - Int J Pediatr Otorhinolaryngol. 2022 Jan;152:111000. doi: 
      10.1016/j.ijporl.2021.111000. Epub 2021 Dec 4.