Jessica Beer|William G. Kronenberger|Irina Castellanos|Bethany G. Colson|Shirley C. Henning|David B. Pisoni
Executive Functioning Skills in Preschool-Age Children With Cochlear Implants
Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis
purpose purpose study determine whether deficits executive functioning ef children cochlear implants cis emerge early preschool years method two groups children ages 3 6 years participated crosssectional study 24 preschoolers cis prior 36 months age 21 preschoolers normal hearing nh tested normed measures working memory inhibitionconcentration organizationintegration parents completed normed rating scale problem behaviors related ef comparisons ef skills children cis made peers nh published nationally representative norms results preschoolers cis showed significantly poorer performance inhibitionconcentration working memory compared peers nh national norms group differences found visual memory organizationintegration data controlled language differences performance measures ef remained whereas differences parentreported problems ef longer significant hearing history generally unrelated ef conclusions first study demonstrate ef deficits found older children cis begin emerge early preschool years ability detect deficits early important implications early intervention habilitation cochlear implantation