Sensory processing disorders in children with hearing impairment: Implications for multidisciplinary approach and early intervention.

OBJECTIVE: To explore the differences in sensory processing between children with hearing impairments and children with normal hearing and the variables that influence sensory processing disorder (SPD). METHODS: The sensory processing abilities of 90 children were compared in three age-matched groups of 30, with cochlear implants (CIs), hearing aids (HAs), and normal hearing (NH). The Arabic Sensory Profile (Arabic_SP) was used. RESULTS: Findings were presented in the Arabic_SP section and factor levels. Sections: The NH group performed better (p < .05) than the CI group in 57% of the sections and better than the HA group in 14%. The CI group exhibited more signs of SPD than the HA group with vestibular processing, multisensory processing, and emotional-social responses. FACTORS: The NH group differed from the CI group on all the factors that showed significance and from the HA group with inattention/distractibility and poor registration. There were great differences between the CI and the HA groups on all the factors except with poor registration and fine motor/perceptual. Hearing loss variables that most affected results in the Arabic_SP were the age at receiving a hearing device and type of hearing loss onset. CONCLUSION: Along with speech and language problems, children with hearing impairment are especially vulnerable to SPD. Children with CIs and HAs are increasingly susceptible to auditory processing disorders. Higher risks of balance, multisensory processing, social-emotional, and fine motor problems are in children with CIs. Increased SPD risks came with a higher age at implantation. Findings indicate the importance of a multidisciplinary approach for early detection and intervention for children with hearing impairment, especially those with CIs.

Validity and reliability of the Arabic Token Test for children.

BACKGROUND: The Token Test for Children (2nd edition) (TTFC) is a measure for assessing receptive language. In this study we describe the translation process, validity and reliability of the Arabic Token Test for Children (A-TTFC). AIMS: The aim of this study is to translate, validate and establish the reliability of the Arabic Token Test for Children (A-TTFC) for the purpose of assessing Arabic-speaking children with receptive language problems. METHODS & PROCEDURES: The translation of the A-TTFC complied with the international translation procedures guidelines. After a multiple step translation process the A-TTFC was pilot tested and amended for any noted problems. The final version of the A-TTFC was administered to 397 typically developing Jordanian children, age range 3;0-12;11 (years; months). Children were purposefully sampled from randomly selected schools in Amman, Jordan. Another 35 bilingual children, age range 6;0-12;11, participated in the bilingual validation of the A-TTFC. RESULTS: Construct validity of the A-TTFC was tested using factor analysis. Factor analysis results indicated that loadings of the items on the A-TTFC were similar to the English version item loadings. Alpha-coefficients for each test section varied from 0.78 to 0.94. Intraclass correlation coefficient (ICC) scores from bilingual children supported bilingual validity of the test > 0.80. ICC between scores for repeated assessments varied from 0.76 to 0.90 supporting test-retest reliability. CONCLUSIONS & IMPLICATIONS: The results support the appropriateness of using A-TTFC in assessing Arabic-speaking children with receptive language problems.

Cochlear implants in children implanted in Jordan: A parental overview.

OBJECTIVE: Exploring the perspective of parents on the cochlear implant process in Jordan. METHODS: Sixty parents of deaf children were surveyed on the information gathering process prior to cochlear implant surgery, and their implant outcome expectations post-surgery. Whether child or parent characteristics may impact parents' post-surgical expectations was explored. RESULTS: Although parents used a variety of information sources when considering a cochlear implant, the ear, nose and throat doctor comprised their major source of information (60%). Parents received a range of information prior to cochlear implant but agreed (93.3%) on the need for a multidisciplinary team approach. Post-surgically, parents' expected major developments in the areas of spoken language (97%), and auditory skills (100%). Receiving education in mainstream schools (92%) was expected too. Parents perceived the cochlear implant decision as the best decision they can make for their child (98.3%). A significant correlation was found between parents contentment with the cochlear implant decision and expecting developments in the area of reading and writing (r=0.7). Child's age at implantation and age at hearing loss diagnosis significantly affected parents' post-implant outcome expectations (p<0.05). CONCLUSION: Despite the general satisfaction from the information quantity and quality prior to cochlear implant, parents agree on the need for a comprehensive multidisciplinary team approach during the different stages of the cochlear implant process. Parents' education about cochlear implants prior to the surgery can affect their post-surgical outcome expectations. The parental perspective presented in this study can help professionals develop better understanding of parents' needs and expectations and henceforth improve their services and support during the different stages of the cochlear implant process.