1～3岁不同听觉补偿方式听障儿童与健听儿童听觉能力比较研究

A Comparative Study on the Auditory Ability of Hearing-Impaired Children with Different Hearing Compensation Methods and Healthy Children Aged 1-3 years

目的通过评估1~3岁听障儿童与健听儿童的听能发展情况,了解其在听能发展过程中的特征及规律,为听障儿童康复教学提供依据。方法选取1~3岁听障儿童与健听儿童各49人,采用自编《基于游戏的1~3岁听障儿童听能发展评估表》对听障儿童和健听儿童的听觉察知、听觉辨识、听觉理解进行比较分析。结果听障儿童与健听儿童听觉能力主效应极显著(P<0.01),听觉能力与儿童类型二阶交互效应显著(P<0.05)。听障儿童与健听儿童听觉察知相比无统计学意义(P>0.05),听觉辨识和听觉理解有显著和极显著差异(P<0.05)。听障儿童与健听儿童林氏六音辨识存在显著差异(P<0.05),单音节词和听觉记忆两项和三项存在极显著差异(P<0.01)。结论由于听觉年龄的差异与听觉补偿不足,导致听障儿童与健听儿童在听觉能力上差异显著。建议在听障儿童的康复教育中要更多地关注听能管理,同时康复教师应指导家长使用语言重复、亲子阅读等康复方法。

Objective By evaluating auditory development of 49 aged 1 to 3 years old deaf children and normal children,to understand their characteristics and law of development to provide the basis for rehabilitation for hearingimpaired children.Methods 49 children with hearing-impairment and 49 normal-hearing children aged 1-3 were selected and evaluated with reference to the theory.The auditory perception,auditory recognition and auditory comprehension of hearing-impaired and healthy children were compared and analyzed by using the self-compiled Auditory Development Assessment Form for hearing-impaired children aged 1-3.Results The main effect of hearing ability between hearingimpaired children and normal-hearing children was very significant(P<0.01),and the second order interaction effect between hearing ability and children type was significant(P<0.05).There was no significant difference in auditory perception between the two groups(P>0.05),but there was significant or extremely significant difference in auditory recognition and auditory understanding between the two groups(P<0.05).There was significant difference in Linundefineds sixtone recognition(P<0.05),and there were significant differences in monosyllabic words and auditory memory(P<0.01).Conclusion Due to the difference in hearing age and insufficient hearing aid effect,the hearing-impaired children and hearing children have significant differences in hearing ability.It is recommended that the rehabilitation education of hearingimpaired children should pay more attention to auditory management.At the same time,rehabilitation teachers should guide parents to use more rehabilitation methods,such as language repetition,parent-child reading.