Relationship Between Listening Effort and Real-Life Outcomes in School-Going Children with Cochlear Implantation

Abstract

The present study evaluated the listening effort and real-life performance outcomes in school-going children with cochlear implantation and aimed to compare the same with the control group. The study included objective (dual-task paradigm) and subjective (SSQ-P10, TEACH) measures. The data were collected from 50 school-going children with an age range of 8-15 years. These 50 participants were further divided into two subgroups. Group I included 25 children with normal hearing sensitivity. Group II included 25 children with bimodal cochlear implantation with bilateral severe to profound hearing loss. Dual-task paradigm and subjective questionnaires were used to assess listening effort. Statistical analyses were performed to compare the findings in group-wise and pair-wise manner. The results revealed that children with normal hearing sensitivity performed significantly better in objective (dual-task paradigm) and subjective (real-life performance) measures than children with CI. Performance was significantly better in quiet than noisy conditions. Further, correlation results revealed a moderate correlation between objective and subjective measures. Hence, the present study suggests that subjective questionnaires could be used as an assessment tool for listening effort. Further, training is required to improve real-life activities, and provides evidence that listening effort needs to be measured in school-going children with cochlear implantation.