Deaf children with cochlear implants (CIs) are at risk for psychosocial adjustment problems, possibly due to delayed speech-language skills. This study investigated associations between a core component of spoken-language ability-speech intelligibility-and the psychosocial development of prelingually deaf CI users. Audio-transcription measures of speech intelligibility and parent reports of psychosocial behaviors were obtained for two age groups (preschool, school-age/teen). CI users in both age groups scored more poorly than typically hearing peers on speech intelligibility and several psychosocial scales. Among preschool CI users, five scales were correlated with speech intelligibility: functional communication, attention problems, atypicality, withdrawal, and adaptability. These scales and four additional scales were correlated with speech intelligibility among school-age/teen CI users: leadership, activities of daily living, anxiety, and depression. Results suggest that speech intelligibility may be an important contributing factor underlying several domains of psychosocial functioning in children and teens with CIs, particularly involving socialization, communication, and emotional adjustment.

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An important speech-language outcome for deaf people with cochlear implants is speech intelligibility-how well their speech is understood by others, which also affects social functioning. Beyond simply uttering recognizable words, other speech-language skills may affect communicative competence, including rate-matching or converging toward interlocutors' speech rates. This initial report examines speech rate-matching and its relations to intelligibility in 91 prelingually deaf cochlear implant users and 93 typically hearing peers age 3 to 27 years. Live-voice spoken sentences were repeated and later transcribed by multiple hearing listeners. Speech intelligibility was calculated as proportions of words correctly transcribed. For speech rate-matching measures, speech rates (syllables/s) were normalized as percentages faster or slower than examiners' speech rates. Cochlear implant users had slower speech rates, less accurate and less consistent rate-matching, and poorer speech intelligibility than hearing peers. Among cochlear implant users, speech rate and rate-matching were correlated with intelligibility: faster talkers and better rate-matchers were more intelligible. Rate-matching and intelligibility improved during preschool, with cochlear implant users delayed by about a year compared to hearing peers. By school-age, rate-matching and intelligibility were good overall, but delays persisted for many cochlear implant users. Interventions targeting rate-matching skills are therefore warranted in speech-language therapy for this population.

When the COVID-19 pandemic halted in-person data collection, many linguists adopted new online technologies to replace traditional methods, including video conferencing applications (apps) like Zoom (Zoom Video Communications, San Jose, CA), which allow live interaction with remote participants. This study evaluated the suitability of video calls for the phonetic analysis of vowel configurations, mergers, and nasalization by comparing simultaneous recordings from three popular video conferencing apps (Zoom; Microsoft Skype, Redmond, WA; Microsoft Teams, Redmond, WA) to those taken from professional equipment (H4n field recorder) and an offline iPad (Apple, Cupertino, CA) identical to those running the apps. All three apps conveyed vowel arrangements and nasalization patterns relatively faithfully, but absolute measurements varied, particularly for the female speaker and in the 750–1500 Hz range, which affected the locations (F1 × F2) of low and back vowels and reduced nasalization measurements (A1-P0) for the female's prenasal vowels. Based on these results, we assess the validity of remote recording using these apps and offer recommendations for the best practices for collecting high fidelity acoustic phonetic data from a distance.