Language in relation to problem solving abilities in children with hearing impairment

The relation between language-based problem solving ability and language skills was studied in 11 school-age children with hearing impairment significant enough to require amplification. The Test of Problem Solving-Revised (TOPS-R) was used to assess problem solving that required the use of language. The Clinical Evaluation of Language Fundamental-Revised (CELF-R) was used to measure receptive and expressive language ability. In addition, the Peabody Picture Vocabulary Test-Revised (PPVT-R) was used to measure receptive vocabulary The mean results for each test represented with standard scores were 1 5-2.0 standard deviations below the mean for typically developing children With multiple regression analysis, it was determined that problem solving scores could be predicted accurately using receptive language, expressive language, and vocabulary scores The results suggest that problem solving that involves the use of language in children with hearing impairment is significantly related to their language skills and vocabulary