Auditory Implants: Decision making
22 September 2024
Auditory Implants
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S104
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11:00
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12:00
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Auditory Implants: Decision making
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Amphitheater Séquoia - 1175
Auditory Implants
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INT11
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Meaning and limitations of genetic testing in pediatric cochlear implantation
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K-Y.
Kyu-Yup
LEE (Daegu)
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INT12
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Role of Trans tympanic electrically evoked auditory brainstem response in decision making in children with inner ear & nerve anomaly
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R.
Ranjith
RAJESWARAN (India)
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INT19
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Intracochlear electrocochleography in pediatric cochlear implant users with residual acoustic hearing
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K.
Kim
JEONGSEO (South Korea)
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INT13
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Longterm results of cochlear implantation in children with low social maturation score
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J.
Jong Woo
CHUNG (South Korea)
Content : Background and Objectives
Intellectual ability is a crucial factor in the outcome of a cochlear implant, and Social quotient (SQ) was an indirect predictor of intellectual capacity and social skills. This study aimed to investigate the effect of SQ on cochlear implants and the clinical significance of SQ in children with additional needs.
Methods
A total of 24 patients diagnosed with developmental delays and syndromes, with SQ scores below 70, were included. All the patients underwent cochlear implantation (CI) surgery before age seven. The outcomes were evaluated using the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) and Categories of Auditory Performance (CAP) scores. The data was collected through a retrospective chart review.
Results
Low SQ group children were categorized into 3 groups based on their SQ, and there was no correlation between preoperative SQ and IT-MAIS, CAP scores at 2 years and 5 years postoperative. The CI outcomes of children with low SQ (<70) showed differences compared to the normal development group (SQ above 70). In the low SQ group, inner ear anomalies were observed in 10 (41.7%), and they exhibited a trend of lower average outcomes compared to normal structure children, but this was not statistically significant.
Conclusion
While the postoperative auditory and language tend to improve slowly in children with additional needs and lower SQ, they gradually became more comparable to the other group of children over time.
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