父母文化程度对听障婴幼儿词汇量增长影响的研究

A Study on the Influence of Parents’ Educational Level on the Growth of Children’s Vocabulary with Hearing Impairment

目的 探讨以家庭为中心的婴幼儿早期干预康复模式,父母高学历和低学历家庭患儿词汇理解和表达增长的差异。方法 采用前瞻性对照研究,对父母高学历和低学历家庭双耳感音神经性听力损失婴儿在6个月前进行干预2年,康复后1、3、6、12、18、24月使用简易版汉语沟通发展量表短表(simplify short form-mandarin communicative development inventory,SSFMCDI)评估患儿词汇理解和表达量增长情况。结果 父亲低学历和高学历SSF-MCDI词汇理解干预后1、3、6、12、18、24月比较,P值分别为1.000、0.390、0.020、0.160、0.250、1.000。母亲低学历和高学历SSF-MCDI词汇理解干预后1、3、6、12、18、24月比较,P值分别为0.400、0.180、0.080、0.110、0.320、0.330。父亲低学历和高学历SSF-MCDI词汇表达干预后3、6、12、18、24月比较,P值分别为0.060、0.030、0.390、0.140、0.080。母亲低学历和高学历SSF-MCDI词汇表达干预后3、6、12、18、24月比较,P值分别为0.480、0.180、0.120、0.330、0.030。结论 感音神经性听力损失婴幼儿早期(6月前)进行以家庭为中心康复模式后,3岁前的词汇理解和表达量增长上父母高学历组和低学历组家庭没有区别。

Objective To explore whether there is any difference in receptive and expressive vocabulary growth between hearing-impairmend children with high education family and children with low education family after early intervention and familycentered rehabilitation. Methods A prospective control study was carried out to evaluate the receptive and expressive vocabulary growth of infants(≤6months) with sensoryneural hearing loss 1, 3, 6, 12, 18 and 24 months after intervention and family-centered rehabilitation. Simplify Short Form-Mandarin Communicative Development Inventory(SSF-MCDI) was used to evaluate language development. Results After the intervention 1, 3, 6, 12, 18, 24 months, P was 1.000, 0.390, 0.020, 0.160, 0.250, 1.000, respectively between the low education and the high education group among fathers in receptive vocabulary growth. After the intervention 1, 3,6, 12, 18, 24months, P was 0.400, 0.180, 0.080, 0.110, 0.320, 0.330, respectively between the low education and the high education group among mothers in receptive vocabulary growth. After the intervention 3, 6, 12, 18, 24months, P was 0.060, 0.030, 0.390, 0.140,0.080, respectively between the low education and the high education group among fathers in expressive vocabulary growth. After the intervention 3, 6, 12, 18, 24months, P was 0.480, 0.180, 0.120, 0.330, 0.030, respectively between the low education and the high education group among mothers in expressive vocabulary growth. Conclusion This study found that if infants were able to receive early hearing intervention and family-centered rehabilitation before 6 months, there was no difference in the growth of receptive and expressive vcabulary between the high education group and the low education group before the age of 3years.