父母和教师使用《听觉整合问卷》评估听障儿童的一致性研究

A Consistent Study between Parents and Teachers in Evaluating Hearing-impaired Children with MAIS

目的考查父母和教师使用《听觉整合问卷》（meaningful auditory integration scale，MAIS）评估听障儿童听觉发展情况的一致性。方法请81名听障儿童的父母和康复教师分别利用MAIS中的父母问卷和教师问卷对儿童进行评估，对父母问卷和教师问卷的得分进行统计分析。结果①整体上，父母问卷的得分高于教师问卷的得分，差异极显著（t=4．970，P=0．000）；②在信心分、警觉分和意义分3个维度上，父母问卷的得分也显著高于教师问卷得分（t1=2．115，p1=0．037；t2=5．340，P2=0．000；t3=3．553，P3=0．001）。结论父母和教师在使用MAIS评估听障儿童的听觉发展情况时存在不一致，有待于扩大样本量或追踪进行进一步研究。

Objective To examine the consistency between parents and teachers in evaluating hearing-impaired children with Meaningful Auditory Integration Scale（MAIS）. Methods The parents and rehabilitation teachers of 81 hearing-impaired children were included in this study. They evaluated the children＇s auditory development, separately using MAIS-Parent Questionnaire and MAIS-Teacher Questionnaire respectively. Results ① On the whole, the scores from the Parent Questionnaire were significantly higher than those from the Teacher Questionnaire（t=4.970,P=.000）. ② As for the Reliance, the Alerting and the Meaning Scores, there were also significant differences between the parents and the teachers（t1=2.115,P1=O.037;t2=5.340,P2=0.000;t3=3.553,P3=0.O01）. The scores from the parents were higher. Conclusion The parents and the teachers are inconsistent in the assessment about the children＇s auditory ability with MAIS. A larger sample and long-term research is necessary and important.