title: Classroom performance and language development of CI students placed in mainstream elementary school.
abstract: OBJECTIVE
  Investigation of the relation between classroom performance and language development of cochlear implant (CI) students in mainstream education. Structural analyses of assessment of mainstream performance (AMP) and Screening Instrument For Targeting Educational Risk (SIFTER) instruments.
  
  
  METHODS
  Cross-sectional instrument and language development analyses.
  
  
  METHODS
  Tertiary university medical center.
  
  
  METHODS
  Twenty-six CI children in elementary school with congenital or prelingual deafness were included. At the time of this study, mean period of multichannel CI use was 5.3 years, and children's ages ranged from 6.5 to 12.8 years.
  
  
  METHODS
  Assessment of mainstream performance and SIFTER instruments measured classroom performance and language development were measured by means of Reynell and Schlichting tests.
  
  
  RESULTS
  Assessment of mainstream performance and SIFTER domains showed good reliability (Cronbach alpha >0.6), but factor analyses only showed the expected instrument structure in the AMP. In both questionnaires and within all domains, individual variability is detected. Spearman's correlation analyses showed the probable explanation of individual questionnaire variability by language test results (p value mostly <0.01). The AMP and SIFTER instruments showed a predictive capacity for language development, based upon general linear model univariate and linear regression analyses.
  
  
  CONCLUSIONS
  Individual classroom performance, measured by AMP and SIFTER questionnaires, of CI children in mainstream education varies. Correlation analyses showed strong significant relation between questionnaire results (classroom performance) and both expressive and receptive language test results (Schlichting and Reynell tests). Structural questionnaire analyses of the AMP and SIFTER demonstrated good reliability. The predictive value of the AMP can monitor the actual linguistic functioning of the child.
authors.affiliation: Department of Otorhinolaryngology, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands. g.damen@kno.umcn.nl
authors.forename: Godelieve W J A
authors.initials: GW
authors.lastname: Damen
authors.forename: Margreet C
authors.initials: MC
authors.lastname: Langereis
authors.forename: Ad F M
authors.initials: AF
authors.lastname: Snik
authors.forename: Patricia M
authors.initials: PM
authors.lastname: Chute
authors.forename: Emmanuel A M
authors.initials: EA
authors.lastname: Mylanus
mesh_terms: D017668:Age of Onset; D001298:Audiology; D002648:Child; D003054:Cochlear Implants; D003430:Cross-Sectional Studies; D003638:Deafness / Q000151:congenital / Q000523:psychology* / Q000601:surgery*; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D007804:Language Development; D007807:Language Tests; D008137:Longitudinal Studies; D008282:Mainstreaming, Education; D008297:Male; D011597:Psychomotor Performance / Q000502:physiology*; D018570:Risk Assessment; D012574:Schools; D011795:Surveys and Questionnaires