CAJ | 학술논문

目的：通过对31例7～18岁学龄听障儿童进行人工耳蜗术后康复效果分析，了解其术后康复发展趋势，为探讨学龄听障儿童康复评估和康复指导方案提供参考。方法采用听觉能力、语言能力和语言功能评估标准及方法，以及听觉行为分级标准（categories of auditory performance，CAP）、言语可懂度分级标准(speech intelligibility rating,SIR)分别在患者术后开机、康复第1学期末（术后半年）和第2学期末（术后1年）3个阶段进行跟踪评估，应用统计软件SPSS 16.0对数据进行统计分析。结果3个阶段的听觉能力和语言能力差异均极显著（P<0.01），语言功能差异不显著（P>0.05）；听觉能力在开机和第1学期、第2学期的比较均有极显著差异（P<0.01），但第1学期和第2学期的比较差异无显著意义（P>0.05）；语言能力各阶段之间的差异均有显著意义（P<0.05）。听觉行为分级各阶段之间差异有显著意义（P<0.05）或极显著意义（P<0.01）；言语可懂度在开机和第1学期、第2学期的比较差异有极显著意义（P<0.01），但第1学期和第2学期比较，差异无显著性意义（P>0.05）。结论术后开机半年是学龄听障儿童听觉能力的飞速发展阶段，语言能力和言语可懂度至少需经历1年康复训练才会逐步提高，语言功能需更长时间的康复训练。
목적：통과대31례7～18세학령은장인동진행인공이와술후강복효과분석，료해기술후강복발전추세，위탐토학령은장인동강복평고화강복지도방안제공삼고。방법채용은각능력、어언능력화어언공능평고표준급방법，이급은각행위분급표준（categories of auditory performance，CAP）、언어가동도분급표준(speech intelligibility rating,SIR)분별재환자술후개궤、강복제1학기말（술후반년）화제2학기말（술후1년）3개계단진행근종평고，응용통계연건SPSS 16.0대수거진행통계분석。결과3개계단적은각능력화어언능력차이균겁현저（P<0.01），어언공능차이불현저（P>0.05）；은각능력재개궤화제1학기、제2학기적비교균유겁현저차이（P<0.01），단제1학기화제2학기적비교차이무현저의의（P>0.05）；어언능력각계단지간적차이균유현저의의（P<0.05）。은각행위분급각계단지간차이유현저의의（P<0.05）혹겁현저의의（P<0.01）；언어가동도재개궤화제1학기、제2학기적비교차이유겁현저의의（P<0.01），단제1학기화제2학기비교，차이무현저성의의（P>0.05）。결론술후개궤반년시학령은장인동은각능력적비속발전계단，어언능력화언어가동도지소수경력1년강복훈련재회축보제고，어언공능수경장시간적강복훈련。
Objective To analyze the effects of rehabilitation for 31 cases of school age children of 7 to 18 years old with hearing impairment after cochlear implantation.Methods The assessment was carried for the hearing levels, language ability and language functions, categories of auditory performance (CAP) and speech intelligibility rating (SIR) respectively in boot after cochlear implantation, the first semester and second semester. The data was analyzed using SPSS 16.0.ResultsThe hearing abilities and language skills are statistically different (P<0.01). The language functions show no significant differences (P>0.05).The comparisons of the hearing levels upon the turn-on of the CI and the first semester, second semester indicate significant increase (P<0.01), but the difference was insignificant between the first and the second semester(P>0.05). The CAP differences between the results of each stage were significant(P<0.05) or extremely significant(P<0.01). The comparisons of the SIR among the turn-on, the first semester, and the second semester were extremely significant(P<0.01), but the difference was not significant between the first and the second semester(P>0.05).Conclusion The hearing abilities have improved quickly in the first semester. The language abilities will need at least one year to get improved while the SIR need even more time. The development of language functions requires individualized rehabilitation guidance and integrated education.