A Linguistic and Cognitive Study of Care for Deaf Children with Cochlear Implants in Algerian Hospital Settings

Abstract

This study investigates the contribution of cochlear implantation and sustained speech
and language rehabilitation to the cognitive and linguistic development of deaf children
receiving care in Algerian hospital settings. It also examines the relationship between
improvements in cognitive processes and spoken-language abilities, with particular
attention to age at implantation and continuity of therapeutic intervention. A pre–post
research design was adopted, involving a sample of 30 children with cochlear implants.
Their abilities were assessed following implantation, before the commencement of
rehabilitation, and reassessed after one year of speech and language therapy. Data were
collected using an Arabic adaptation of Annie Dumont’s B.I.A. assessment battery,
originally developed in French, which evaluates auditory perception, attention, memory,
speech comprehension, intelligibility, and vocabulary development. The findings
revealed improvements in the children's cognitive and linguistic abilities at the second
assessment compared with their initial performance. These improvements were
associated with early intervention and continuous rehabilitative care, highlighting the
interrelationship between auditory-cognitive development and spoken-language
acquisition. The findings further suggest that cochlear implantation can support
linguistic and cognitive development when accompanied by structured and sustained
therapeutic intervention. Additionally, the study emphasises the practical significance of
adapting specialised assessment instruments to the Algerian clinical context,
particularly for speech and language therapists working with children with hearing
impairments. Despite individual differences and difficulties in controlling relevant
variables, the study concludes that early cochlear implantation, systematic assessment,
continuous rehabilitation, and parental involvement constitute essential considerations
in promoting favourable cognitive and linguistic developmental outcomes.