听障儿童远程听觉口语康复课程满意度探讨

A Survey of Satisfaction with Distonce Auditory–Verbal Therapy Intervention for Mandarin-Speaking Children with Hearing Loss

目的分析家长及听觉口语师对远程听觉口语康复课程的满意度,评估课程发展的可行性。方法以翻译的远程康复课程满意度问卷分别对14名家长和12名听觉口语师进行满意度问卷调查,以Pearson相关分析探讨家长背景变项与远程康复课程满意度的关联性,采用Mann-Whitney U比较家长与听觉口语师对课程满意度的差异。结果家长与听觉口语师对远程康复课程模式皆表示满意,但在声音及影像质量和一般互动及沟通两方面家长的满意度显著高于听觉口语师(P<0.05)。母亲教育程度与服务便利性呈正相关(r=0.564,P=0.03<0.05),父亲教育程度与设备使用(r=0.576,P=0.02<0.05)和一般互动与沟通的满意度呈正相关(r=0.613,P=0.02)。结论家长及听觉口语师皆认为,当听障家庭无法定期进行面对面课程时,以远程通讯方式进行听觉口语康复课程是可行的选择。

Objective To analyze the satisfaction of parents and training teachers on telepractice program, and evaluate its feasibility.Methods The parent and therapist satisfaction with the telepractice sessions was examined using a 4-point scale questionnaire completed by 14 parents and 12 therapists. Correlation was assessed to determine the relationships between the demographic variables and satisfaction levels of the parents and further a Mann–Whitney U test was conducted to investigate the congruence of satisfaction between parents and therapists. Results Most sections were rated with high satisfaction by the respondents. However, significant differences in satisfaction were discovered regarding audio quality and parent–therapist interaction during sessions between the respondent groups. We detected a positive relationship between the maternal education level and perception of service convenience, whereas satisfaction with equipment use and general interaction correlated positively with the paternal education level. Conclusion Overall, the results demonstrate that the auditory–verbal telepractice program would be a potential alternative for Mandarin-speaking children with hearing loss in rural and remote areas.