Social and Emotional Functioning of Children with Cochlear Implants

This research examines important aspects of social and emotional functioning of deaf children who use cochlear implants.

Studies of children with cochlear implants reveal significant gains in auditory perception, speech, and language areas. However, little is known about the social and emotional functioning of children with cochlear implants. Research into the social and emotional aspects of development is essential to meet the potential needs of these children and their families. At the same time, further investigation of the role of auditory perception during early childhood offers the opportunity to gain understanding of the mechanisms that underlie social and emotional developmental processes.

The present study will assess the functioning of several key aspects of the social and emotional development of children with cochlear implants. The integrated perception of multimodal stimuli, processing of facial and vocal expressions of emotion, perceived self-competence, and perceived social support are all dimensions of social and emotional functioning of progressive complexity whose development is particularly vulnerable to the effects of atypical early sensory experience.

Approximately forty-five children aged nine to twelve with cochlear implants will be assessed on tasks that measure the social and emotional aspects described above. A matched group of normal hearing peers will be assessed for control purposes. In addition, language proficiency will be assessed and used to consider the influence of language skills on the social and emotional functioning of the participants.

For more information please contact:
Efrat Altshul Schorr

Back to Research