Language skills of children with early cochlear implantation
Language skills of children with early cochlear implantation
复制标题
DOI：
10.1097/01.aud.0000051689.57380.1b
复制
发表时间：
2003-02-01
期刊：
影响因子：
3.7
通讯作者：
Sedey, AL
中科院分区：
文献类型：
--
作者：
Geers, AE;Nicholas, JG;Sedey, AL
目的：本研究探讨了多通道人工耳蜗植入4 ~ 7年后，语前聋儿童英语语言理解和表达的影响因素。分析控制的影响，儿童和家庭的特点，使教育因素最有利于最大的植入benefit could identified.Design：一个电池的语言测试进行了管理，181 8-和9岁的儿童来自美国和加拿大谁收到人工耳蜗植入5岁。测试的理解，口头推理，叙事能力和自发的语言生产管理无论是在讲话和符号或在儿童的首选沟通模式。这些构成了总体语言措施。口语的措施是来自一个语音只有语言样本。自植入以来的教育干预的类型和数量构成自变量。儿童和家庭的特征被认为是干预变量。一系列多元回归分析确定了总语言和口语能力的方差量占干预变量和额外的方差量归因于自变量。结果：的后代有一半以上（绩效智力得分在平均范围内）在言语推理、叙述能力、话语长度和词汇多样性方面，表现出与听力正常的8至9岁奥尔兹相似的语言技能。语言能力的显著预测因素与总体和口语结果相似，包括更高的非语言智力、更小的家庭规模、更高的社会经济地位和女性。接受植入物时的年龄不影响语言结果。后，由于这些变量的方差被控制，主要康复因素与语言的结果是量的主流类安置和教育重点的讲话和听觉skills.Conclusions：使用人工耳蜗植入有显着的影响，深刻的听力受损儿童的语言能力。在这个样本中，超过一半的儿童具有平均的学习能力，他们的英语水平和理解能力与他们的听力年龄相当。这种成熟的语言结果并不是使用助听器的重度听力损失儿童的典型特征。使用视觉（即，手语系统没有提供预期的语言优势。在没有使用符号的情况下接受教育的儿童在叙述的使用、词汇的广度、绑定词素的使用、话语的长度以及自发语言中使用的句法的复杂性方面表现出显著的优势。口语教育的重点提供了一个显着的优势，口语和总的语言技能。
Objective: This study investigated factors contributing to the comprehension and production of English language by children with prelingual deafness after 4 to 7 yr of multichannel cochlear implant use. The analysis controlled for the effects of child and family characteristics so that educational factors most conducive to maximum implant benefit could be identified.Design: A battery of language tests were administered to 181 8- and 9-yr-old children from across the United States and Canada who received a cochlear implant by age 5. Tests of comprehension, verbal reasoning, narrative ability and spontaneous language production were administered either in speech and sign or in the child's preferred communication mode. These constituted the Total Language measures. Spoken Language measures were derived from a speech-only language sample. Type and amount of educational intervention since implantation constituted the independent variables. Characteristics of the child and the family were considered intervening variables. A series of multiple regression analyses determined the amount of variance in Total Language and Spoken Language ability accounted for by the intervening variables and the amount of additional variance attributable to the independent variables.Results: More than half of the children (with performance intelligence quotients in the average range) exhibited language skills that were similar to those of hearing 8 to 9 yr olds on measures of verbal reasoning, narrative ability, utterance length, and lexical diversity. Significant predictors of language ability were similar for Total and for Spoken Language outcomes and included greater nonverbal intelligence, smaller family size, higher socio-economic status and female gender. Age at receiving an implant did not affect language outcome. After the variance due to these variables was controlled, the primary rehabilitative factors associated with linguistic outcome were amount of mainstream class placement and an educational emphasis on speech and auditory skills.Conclusions: Use of a cochlear implant has had a dramatic impact on the linguistic competence of profoundly hearing-impaired children. More than half of the children in this sample with average learning ability produced and understood English language at a level comparable with that of their hearing age mates. Such mature language outcomes were not typical of children with profound hearing loss who used hearing aids. Use of a visual (i.e., sign) language system did not provide the linguistic advantage that had been anticipated. Children educated without use of sign exhibited a significant advantage in their use of narratives, the breadth of their vocabulary, in their use of bound morphemes, in the length of their utterances and in the complexity of the syntax used in their spontaneous language. An oral educational focus provided a significant advantage for both spoken and total language skills.