语前聋儿童康复训练后听觉能力的动态评估

The Dynamic Assessment of Hearing of Prelingually Deaf Children after Rehabilitation Training

目的分析和总结语前聋患儿佩戴助听器并经康复训练后听觉能力提高的规律和效果以及评估方法。方法语前聋且双耳佩戴助听器的儿童135例(女57例,男78例)为研究对象,根据初次接受康复训练时的年龄分为三组:>5岁组(42例),4～5岁组(44例)和<4岁组(49例);按听力损失程度分为二组:中重度及以下听力损失组(91例)和极重度听力损失组(44例)。采用《听力障碍儿童听觉、语言能力评估标准及方法》中的听觉能力评估方法,分别在训练前、训练后6个月和12个月对各组儿童进行听觉能力评估,对结果进行比较分析。10项评估内容总计100分,总分70分以上为有效,得分越高,听觉能力越好。结果 135例患儿经过康复训练6、12个月后,听觉能力均明显提高,训练前、训练后6、12个月评估得分的均值分别为51.33±9.44、70.19±9.43及87.55±6.15分,训练后评估得分明显高于训练前的评估得分(P<0.01);不同性别、年龄、听力损失程度组聋儿康复训练12个月后听觉能力评估得分均较训练前明显提高,差异有极显著统计学意义(P<0.01),有效率达100%。结论规范的康复训练对提高语前聋儿童听觉能力可取得良好的效果,定期评估其听觉能力,有利于为针对性个性化康复训练提供参考。

Objective To dynamically assess the effects of the hearing under rehabilitation training in 135 prelingually deaf children. To analyze and summarize the methods of hearing assessment, regularity and experience of prelingually deaf children under rehabilitation training. Methods 135 prelingually deaf children （57 girls and 78 boys） were included, classified into three groups according to the ages when receiving the first training（ greater than 5 years old, 4--5 years old and less than 4 years old）. According to the hearing loss they were classified into two groups of severe and profound hearing loss. The hearing of the prelingually deaf children before training, after six months and after twelve months was evaluated by using the Hearing and Language assessment of hearing--impaired children. The results were analyzed by SPSS 16. 0. Results The hearing of 135 prelingually deaf children after training 6 months and 12 months had great improvement. The average scores before training,after six months and twelve months, were 51.33±9 9.44,70.19 ± 9.43 and 87.55± 6.15. There were significant differences between score before and after training（P〈0.01）. The effective power of the rehabilitation was 100%. Conclusion After the as- sess the effect of hear under rehabilitation training in prelingually deaf children, it indicated that the children could a- chieved noticeable results through normative rehabilitation training. Choosing the appropriate assessment method and evaluating dynamically can objectively reflect the training effect and improve the reliability of the assessment.