人工耳蜗植入儿童言语韵律干预策略研究

A Study of Intervention Strategies of Speech Prosody for Children with Cochlear Implants

目的针对人工耳蜗植入儿童的言语韵律问题制订干预策略，并验证其有效性。方法选取18名韵律异常的人工耳蜗植入儿童作为被试，针对其存在的韵律问题制订干预策略并实施，采用平均基频、基频标准差、平均强度和强度标准差以及停顿次数、停顿时长和语速等声学指标进行干预前后比较。结果经过干预训练后，人工耳蜗植入儿童语调和节奏均存在显著进步，趋近于健听儿童。语调方面，开心时平均基频提高，悲伤时平均基频显著降低（P=0．000〈0．01），平均强度显著提高（P=0．000〈0．01），中性和悲伤时的强度标准差显著减小（P〈0．01）;节奏方面，除慢速7字和字语句外，其他语句停顿次数、时长均显著减少（P〈0．05），语速（除中速7字外）均显著提高（P〈0．05）。结论本研究制订的干预策略对CI儿童的言语韵律问题能够起到较显著的改善作用，有一定借鉴参考价值。

Objectiwe To develop intervention strategies for improving speech prosodic problems of children with cochlear implants and to validate the effectiveness of these strategies. Methods Eighteen children with cochlear implants who were poor at speech fluency were included in this study. Appropriate intervention strategies were developed and implemented. The acoustic parameters of the children such as fundamental frequency, frequency standard deviation, average intensity, intensity standard deviation, pause times and duration and speaking speed were compared before and after the interventions. Results After the interventions, the children with cochlear implants made significant progress both in intonation and rhythm. The fundamental frequency of happy intonation was increased after the interventions, the fundamental frequency of sad intonation was significantly reduced （P=0.000〈0.01）, the average intensity of sad intonation was signicantly enhanced （P=0.000〈0.01）, and the intensity standard deviation of neutral and sad intonation was significantly reduced （P〈0.01）. For rhythm, except the sentences with 7 or 9 words at a slow speed, significant reductions of the pause times and duration in other sentences were found after the interventions （P〈0.05）, and the speaking speed in almost all of the sentences （except the sentence with 7 words at a medium speed） was significantly accelerated （P〈0.05）. Conclusion The intervention strategies in this study can improve the speech prosodic problems of children with cochlear implants, which can be used in clinical practice.