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dc.contributor.authorHaukedal, Christiane Lingås
dc.contributor.authorWie, Ona Bø
dc.contributor.authorSchauber, Stefan
dc.contributor.authorLyxell, Björn
dc.contributor.authorFitzpatrick, Elizabeth
dc.contributor.authorTorkildsen, Janne von Koss
dc.identifier.citationInternational Journal of Pediatric Otorhinolaryngology. 2022, 152 1-11.en_US
dc.description.abstractObjectives: 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.en_US
dc.description.sponsorshipThis research was funded by the Norwegian Directorate of Health, Oslo University Hospital and University of Oslo.en_US
dc.relation.ispartofseriesInternational Journal of Pediatric Otorhinolaryngology;Volume 152, January 2022, 111000
dc.rightsNavngivelse 4.0 Internasjonal*
dc.subjectHearing-impaired childrenen_US
dc.subjectHearing aidsen_US
dc.subjectSocial communication skillsen_US
dc.subjectStructural languageen_US
dc.subjectQuality of lifeen_US
dc.titleSocial communication and quality of life in children using hearing aidsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder© 2021 The Authorsen_US
dc.source.journalInternational Journal of Pediatric Otorhinolaryngologyen_US

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