CHILDREN WITH UNILATERAL SENSORINEURAL HEARING-LOSS - COGNITIVE, ACADEMIC, AND SOCIAL-DEVELOPMENT
CHILDREN WITH UNILATERAL SENSORINEURAL HEARING-LOSS - COGNITIVE, ACADEMIC, AND SOCIAL-DEVELOPMENT
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DOI：
10.1097/00003446-198602000-00007
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发表时间：
1986-02-01
期刊：
影响因子：
3.7
通讯作者：
GILBERT, LE
中科院分区：
文献类型：
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作者：
CULBERTSON, JL;GILBERT, LE
单侧听力损失的儿童被认为很少有沟通或学习困难。本研究旨在评估25名单耳听障儿童的学习成绩、认知能力、心理语言和社会技能，并与25名非听障儿童进行比较。结果表明，两组之间的认知或自我概念的措施没有显着差异。然而，单侧组在单词识别，拼写和语言的学术测试中得分明显较低。单侧组更有可能留级，需要特殊教育资源帮助，或在学校额外辅导。在单侧组中，与轻度至中度听力损失组相比，重度至极重度听力损失儿童的WISC-R全量表智商显著降低。这项研究的结果表明，单耳耳聋，特别是当严重到深刻的，可能与认知和学术缺陷，以及继发性行为调整问题。
Children with unilateral hearing loss have been considered to have few, if any, communication or academic difficulties. This study was designed to evaluate the academic achievement, cognitive abilty, psycholinguistic, and social skills of a group of 25 monaurally hearing-impaired compared with 25 nonhearing-impaired children. Results indicated no significant differences between the two groups on cognitive or self-concept measures. However, the unilateral group had significantly lower scores on academic tests of word recognition, spelling, and language. The unilateral group was more likely to have repeated a grade, needed special education resource help, or additional tutoring in school. Within the unilateral group, children with severe-to-profound hearing loss had significantly lower WISC-R full scale I.Q.s as compared to the group with mild-to-moderate hearing loss. The results of this study suggest that monaural deafness, especially when severe to profound, may be associated with cognitive and academic deficits, as well as secondary behavioral adjustment problems.