Breaking the sound barrier: advancing communication abilities in cochlear implanted Egyptian children through integrating social, cognitive and linguistic abilities

Abstract

Abstract Background Cochlear implantation is widely regarded as the most effective auditory augmentative rehabilitation for children with sensorineural hearing loss. However, post-implantation remediation programs need further refinement to better meet the evolving communication demands of these children in daily life. Methods This study aimed to develop an Arabic Socio-Cognitive Linguistic Rehabilitation Program (ASCLP) for pre-lingual, unilaterally implanted Egyptian children and evaluate its efficacy in improving social language use and overall language outcomes. A total of 100 pre-lingual, unilaterally implanted children were randomly assigned to two groups: Group A, which received the ASCLP, and Group B, which received a conventional therapeutic program. Assessments using the Preschool Language Scale, 4th edition (Arabic version), and the Egyptian Arabic Pragmatics Language Test (EAPLT) were conducted before and after the program. Both groups were further subdivided by age: Group 1 (4–6 years) and Group 2 (6–8 years). Results The data revealed that younger and older cochlear-implanted children who participated in the rehabilitation program significantly improved their linguistic competencies. Overall linguistic competence was positively correlated with initial pragmatic language scores, particularly in manner and pragmatic functions. Receptive language skills were specifically linked to the age at early implantation, while expressive language abilities significantly correlated with pragmatic factors. Conclusion All groups in the ASCLP showed significant improvements, regardless of implantation age or therapy start. Higher initial pragmatic scores and earlier implantation ages were key for better outcomes.