Pragmatic Skills in Children with Cochlear Implants

Abstract

Introduction: Pragmatics refers to how language is used in social communication. Pragmatics has different dimensions. This study investigated the turn-taking, topic maintenance, and duration of topic maintenance in children with Cochlear implants (CIs) and normal-hearing children matched with chronological age and language age.
 Materials and Methods: In this cross-sectional study, pragmatics were compared in 15 CI children, 15 normal-hearing children matched with chronological age, and 15 normal-hearing children matched with language age. Pragmatic skills of subjects such as turn-taking, topic maintenance, and duration of topic maintenance in verbal conversation were observed and measured in two groups including CI children with age-matched peers and CI children with language-matched normal-hearing children. The children’s conversations were transcribed and the data were analyzed based on the normality of their distribution by independent-sample t-test and Mann-Whitney U tests.
 Results: Findings showed no significant difference between the mean of turn-taking, topic maintenance, and duration of topic maintenance skills of CI children with their hearing peers (P>0.05). Also, the results obtained by comparing the mean of turn-taking, topic maintenance, and duration of topic maintenance skills in CI children with normal-hearing children matched with language age did not show a significant difference (P>0.05).
 Conclusion: Children with CIs achieved a level of skills in turn-taking, topic maintenance, and duration of topic maintenance, which was similar to age-matched and language-matched normal-hearing children. Probably, the duration of auditory experience after cochlear implantation, age of implantation of the prosthesis, age of diagnosis of hearing loss, age of rehabilitation intervention, and family follow-up have been effective in achieving these skills.