title: Mode of communication and classroom placement impact on speech intelligibility.
abstract: OBJECTIVE
  To examine the impact of classroom placement and mode of communication on speech intelligibility scores in children aged 8 to 9 years using multichannel cochlear implants.
  
  
  METHODS
  Classroom placement (special education, partial mainstream, and full mainstream) and mode of communication (total communication and auditory-oral) reported via parental rating scales before and 4 times after implantation were the independent variables. Speech intelligibility scores obtained at 8 to 9 years of age were the dependent variables.
  
  
  METHODS
  The study included 131 congenitally deafened children between the ages of 8 and 9 years who received a multichannel cochlear implant before the age of 5 years.
  
  
  RESULTS
  Higher speech intelligibility scores at 8 to 9 years of age were significantly associated with enrollment in auditory-oral programs rather than enrollment in total communication programs, regardless of when the mode of communication was used (before or after implantation). Speech intelligibility at 8 to 9 years of age was not significantly influenced by classroom placement before implantation, regardless of mode of communication. After implantation, however, there were significant associations between classroom placement and speech intelligibility scores at 8 to 9 years of age. Higher speech intelligibility scores at 8 to 9 years of age were associated with classroom exposure to normal-hearing peers in full or partial mainstream placements than in self-contained, special education placements.
  
  
  CONCLUSIONS
  Higher speech intelligibility scores in 8- to 9-year-old congenitally deafened cochlear implant recipients were associated with educational settings that emphasize oral communication development. Educational environments that incorporate exposure to normal-hearing peers were also associated with higher speech intelligibility scores at 8 to 9 years of age.
authors.affiliation: Callier Advanced Hearing Research Center, University of Texas at Dallas, 75235, USA. Etobey@utdallas.edu
authors.forename: Emily A
authors.initials: EA
authors.lastname: Tobey
authors.forename: Deborah
authors.initials: D
authors.lastname: Rekart
authors.forename: Kristi
authors.initials: K
authors.lastname: Buckley
authors.forename: Ann E
authors.initials: AE
authors.lastname: Geers
mesh_terms: D002648:Child; D003145:Communication Methods, Total; D012048:Correction of Hearing Impairment; D004519:Education, Special; D004522:Educational Status; D005260:Female; D006801:Humans; D008085:Lipreading; D008282:Mainstreaming, Education; D008297:Male; D019986:Persons with Hearing Disabilities / Q000534:rehabilitation; D013065:Speech Intelligibility