听觉经验及康复时间对听障儿童语言发展的影响

The Effecs of Hearing Experience and Duration of Auditory-verbal Intervention on the Language Development of Hearing-impaired Children

目的：本研究探讨学语初期听障儿童的听觉年龄与接受听觉口语法治疗的时间对语言发展的影响。方法选取台湾雅文儿童听语文教基金会听障个案18名，听觉年龄为8～16个月，以华语婴幼儿沟通发展量表婴儿版测验其语言能力，与相同听觉年龄的健听儿童常模成绩进行比较，预测分析听觉年龄和听觉口语法治疗时间对语言测验成绩的影响。结果听障儿童词汇理解与相同听觉年龄的健听儿童没有差异（P〉0.05），但词汇表达显著落后于相同听觉年龄健听儿童。听障儿童早期及晚期手势沟通能力比相同听觉年龄健听儿童表现优异。此外，听障儿童的听觉年龄及康复时间亦能有效预测其词汇理解及晚期手势沟通的表现。结论学语初期听障儿童接受与健听儿童相同时间的听觉和语言刺激，其词汇理解发展速度与健听儿童无差异。听障儿童早期及晚期手势沟通能力皆优于健听儿童，且词汇理解和晚期手势沟通的表现随听觉口语法治疗时间的增加而上升，表明听觉口语法治疗在听障儿童学语初期的效果首先反映在词汇理解和晚期沟通手势上。

Objective To explore the effects of hearing age and duration of auditory-verbal therapy（AVT） on the early language development of hearing-impaired children. Methods A total of 18 subjects were recruited from Children’s Hearing Foundation with hearing age from 8 to 16 months. The Mandarin-Chinese Communicative Development Inventory-Taiwan （MCDI-T） was administered in this research. Standardized test scores were compared to those of normal-hearing children of the same hearing age, and the influences of hearing age and duration of AVT on language test scores were predicted. Results No significant difference was found in the performance of vocabulary comprehension between hearing-impaired children and normal-hearing children of the same hearing age（P＆gt;0.05）. Hearing-impaired children significantly lagged behind the normal-hearing children of the same hearing age in vocabulary expression, but had better performance than their counterparts in gestural-communication at the early and late stage. The hearing age and intervention time could be used to predict the performance of hearing-impaired children in vocabulary comprehension and gestural communication at the late stage. Conclusion At the early stage, hearing-impaired children receive the same auditory and language stimulation as normal-hearing children, and no significant difference is found between the two groups in the rate of vocabulary comprehension development. Hearing-impaired children perform better than normal-hearing children in gestural communication at the early and late stage, and their vocabulary comprehension and gestural communication abilities at the late stage are improved with increasing AVT intervention time. The study indicates that the effectiveness of AVT at the early language learning period is firstly reflected in vocabulary comprehension and gestural communication at the late stage.