中华医学杂志
中華醫學雜誌
중화의학잡지
National Medical Journal of China
2015年
37期
3027-3031
,共5页
杨影%王丽燕%孙喜斌%宋蕾%曹莉%王坚%丁春兰%刘洋%王蕊
楊影%王麗燕%孫喜斌%宋蕾%曹莉%王堅%丁春蘭%劉洋%王蕊
양영%왕려연%손희빈%송뢰%조리%왕견%정춘란%류양%왕예
听觉能力%听力损失%婴幼儿%早期干预
聽覺能力%聽力損失%嬰幼兒%早期榦預
은각능력%은력손실%영유인%조기간예
Auditory ability%Hearing loss%Infants and toddlers%Early intervention
目的 探讨以家庭为基础早期干预的听障婴幼儿听觉能力发展特点,为听障儿童康复方案的制定和康复效果评估提供依据.方法 追踪北京、上海、西安、合肥、深圳5个市康复机构2012-2014年的80例0～2岁听障婴幼儿,依据生理年龄进行分组,＜12个月归为1岁组,＞12个月归为2岁组,采用声母、韵母和双音节识别测试方法对听觉能力进行阶段性的评估(干预前0个月、干预后6、12、18、24个月),用重复测量方差分析进行统计.结果 在听障儿童1岁组和2岁组中,韵母、声母和双音节词的康复时间和生理年龄主效应差异有统计学意义(P＜0.05),l岁组的韵母、声母和双音节词识别能力在干预6个月和12个月低于2岁组(P＜0.05);经过2年的听力干预和康复训练,听障婴幼儿的声母、韵母、双音节词识别率分别达到88％±11％、90％±11％和92％±9％,分别有18％、30％、47％听障儿童的声母、韵母、双音节词识别率达到100％,70％听障儿童的听觉能力可以达到90％以上.结论 听力干预生理年龄和康复时间是影响听障儿童听觉能力发展的主要因素,经过2年的听力干预和康复训练,70％听障儿童听觉能力达到一级,已具备很好的听觉识别能力和言语可懂度.
目的 探討以傢庭為基礎早期榦預的聽障嬰幼兒聽覺能力髮展特點,為聽障兒童康複方案的製定和康複效果評估提供依據.方法 追蹤北京、上海、西安、閤肥、深圳5箇市康複機構2012-2014年的80例0～2歲聽障嬰幼兒,依據生理年齡進行分組,＜12箇月歸為1歲組,＞12箇月歸為2歲組,採用聲母、韻母和雙音節識彆測試方法對聽覺能力進行階段性的評估(榦預前0箇月、榦預後6、12、18、24箇月),用重複測量方差分析進行統計.結果 在聽障兒童1歲組和2歲組中,韻母、聲母和雙音節詞的康複時間和生理年齡主效應差異有統計學意義(P＜0.05),l歲組的韻母、聲母和雙音節詞識彆能力在榦預6箇月和12箇月低于2歲組(P＜0.05);經過2年的聽力榦預和康複訓練,聽障嬰幼兒的聲母、韻母、雙音節詞識彆率分彆達到88％±11％、90％±11％和92％±9％,分彆有18％、30％、47％聽障兒童的聲母、韻母、雙音節詞識彆率達到100％,70％聽障兒童的聽覺能力可以達到90％以上.結論 聽力榦預生理年齡和康複時間是影響聽障兒童聽覺能力髮展的主要因素,經過2年的聽力榦預和康複訓練,70％聽障兒童聽覺能力達到一級,已具備很好的聽覺識彆能力和言語可懂度.
목적 탐토이가정위기출조기간예적은장영유인은각능력발전특점,위은장인동강복방안적제정화강복효과평고제공의거.방법 추종북경、상해、서안、합비、심수5개시강복궤구2012-2014년적80례0～2세은장영유인,의거생리년령진행분조,＜12개월귀위1세조,＞12개월귀위2세조,채용성모、운모화쌍음절식별측시방법대은각능력진행계단성적평고(간예전0개월、간예후6、12、18、24개월),용중복측량방차분석진행통계.결과 재은장인동1세조화2세조중,운모、성모화쌍음절사적강복시간화생리년령주효응차이유통계학의의(P＜0.05),l세조적운모、성모화쌍음절사식별능력재간예6개월화12개월저우2세조(P＜0.05);경과2년적은력간예화강복훈련,은장영유인적성모、운모、쌍음절사식별솔분별체도88％±11％、90％±11％화92％±9％,분별유18％、30％、47％은장인동적성모、운모、쌍음절사식별솔체도100％,70％은장인동적은각능력가이체도90％이상.결론 은력간예생리년령화강복시간시영향은장인동은각능력발전적주요인소,경과2년적은력간예화강복훈련,70％은장인동은각능력체도일급,이구비흔호적은각식별능력화언어가동도.
Objective To study the characteristics of auditory ability development in hearingimpaired infants and toddlers under home-based early intervention,and provide the theoretical basis for the development of rehabilitation and assessment strategies.Methods The clinical data was collected from subjects from 5 provinces between 2012 and 2014 in China.A total of 80 subjects were enrolled and divided into 2 groups with 1 year interval according to chronological age.Initials,finals and disyllable words in Auditory Ability Test were used to assess the auditory development before intervention (0 month) and after intervention (6,12,18,24 months).Data was analyzed by repeated measures analysis of variance.Results In 1 age group and 2 age group,the main effect of recovery time and chronological age were significantly different in initials,finals and disyllable (P ＜ 0.05).The recognition ability of initials,finals and disyllable words in 1 age group were less than 2 age group at 6-and 12-month after early intervention (P ＜ 0.05).After 2 years hearing intervention and rehabilitation,the recognition rates of initials,finals and disyllable words were 88％ ± 11％ 、90％ ± 11％ and 92％ ±9％,respectively.18％,30％ and 47％,respectively,hearing-impaired children achieved full score in initials,finals and disyllable words.70％ hearing-impaired children reached more than 90％ recognition ability in initials,finals and disyllable words.Conclusions The chronological age and recovery time are principle factors for auditory development in hearing-impaired children;70％ hearing-impaired children have reached grade A after 2 years hearing intervention and rehabilitation,and performed well in hearing identification and speech intelligibility.
