Speech-Language Pathologist Confidence and Approaches when Working with Children with Cochlear Implants

Date of Submission

Spring 2025

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Ivonne Maldonado-De la Rosa, PhD, MLS, CCC-SLP

Abstract

Children with cochlear implants (CIs) often require specialized speech-language intervention to support auditory, language, and communication development. Speech-language pathologists (SLPs) play a critical role in this process; however, limited research has explored clinicians’ confidence, training, and clinical approaches when serving this population. The purpose of this study was to examine the approaches SLPs utilize when working with children with cochlear implants, investigate their confidence levels in assessment and intervention, and explore how academic and clinical training influence clinical practice. A quantitative survey design was used. Data were collected through a 24-question Qualtrics survey distributed through professional networks, social media platforms, and ASHA community forums. Participants included 79 SLPs across the United States who had worked with at least one child with a cochlear implant within the past five years. Descriptive statistics were used to analyze responses. Findings revealed that SLPs most frequently prioritized sound detection, identification, and early listening skills immediately following implantation. Listening and Spoken Language approaches, parent coaching, and speech therapy techniques were commonly reported intervention strategies. Although participants emphasized the importance of interdisciplinary collaboration, communication with audiologists varied considerably. Results also demonstrated gaps in training, familiarity with intervention approaches, and access to resources, with many clinicians reporting feeling underprepared to support this population. These findings highlight the importance of ongoing professional development, interdisciplinary collaboration, and increased access to specialized training to improve clinical confidence and outcomes for children with cochlear implants.

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