
This study examined the use of two speech-in-noise (SPIN) assessment methods for children with cochlear implants (CI) in mainstream and special education. The feasibility, reliability, and impact of cognitive abilities on the test results were investigated. The study compared 30 children with CIs to 60 normal-hearing children. The results revealed that the digit triplet test (DTT) was feasible and stable for all children, with minimal measurement error. The performance on the DTT was closely linked to performance on the open-set monosyllabic word-in-noise task for children with CIs. However, there were slight differences in performance between children in mainstream and special education on the monosyllabic word test. Both tests showed little influence of cognitive abilities, making them valuable for assessing SPIN performance in challenging auditory situations.
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