Conversational fluency of children who use cochlear implants.
Conversational fluency of children who use cochlear implants.
复制标题
使用人工耳蜗的儿童的对话流利程度。
DOI：
10.1097/01.aud.0000051691.33869.ec
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Tye-Murray,Nancy
中科院分区：
文献类型：
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作者：
Tye-Murray,Nancy
研究目的严重听力损失的儿童在日常对话中经常遇到困难。他们可能会花大量的时间在沟通故障或沉默。本研究的目的是使用客观和主观测量程序来评估年轻人工耳蜗植入者的口语会话流利性。对话流畅性与对话展开的顺利程度有关。儿童的表现进行了比较，与儿童谁有正常的听力，并与其他措施的沟通技巧和其他儿童variables. Design一百八十一个人工耳蜗植入用户和24名儿童听力正常从事与临床医生的谈话，使用口头沟通模式。通过分析谈话的录音录像带，得出以下指标：孩子和临床医生试图修复沟通障碍的时间百分比，两人静坐的时间百分比，以及孩子说话的时间与临床医生说话的时间之比。此外，对于人工耳蜗使用者，10名法官观看了录音带的摘录，并使用五点评级量表给出了他们对儿童及其对话的印象和反应。客观和主观的措施有关的儿童的语音清晰度，平均长度的话语，和语音识别在这两个语音只有和语音加vision condition.ResultsThe人工耳蜗植入用户花费了显着更多的时间在沟通故障和沉默比正常听力的儿童，在强调口头交流的教育环境中的儿童比在使用语言和手势的教育环境中的儿童花费更少的时间在崩溃中。语言清晰度和接受性语言是沟通失败的最佳预测指标。与花费较多时间的儿童相比，评判员对花费较少时间的儿童在沟通障碍上的感知更好，对他们的反应也更积极。最后，有很高的相关性之间的主观措施的谈话和客观measures.ConclusionsEducational计划应提供明确的指示，以促进会话流利。结果表明，需要沟通治疗，并建议，儿童将被认为是更有利的，如果他们学会如何管理沟通困难。研究结果也支持需要为这些儿童进行广泛的言语语言治疗。本研究所采用的客观测量方法是评估会话流利性的有效和有用的手段。
PurposeChildren who have significant hearing loss often experience difficulty in engaging in everyday conversations. They may spend an inordinate amount of time in communication breakdown or in silence. The purpose of the present investigation was to assess the oral conversation fluency of young cochlear implant users using both objective and subjective measuring procedures. Conversational fluency relates to how smoothly a conversation unfolds. The children’s performance was compared with that of children who have normal hearing, and related to other measures of communication skill and other child variables.DesignOne hundred eighty-one cochlear implant users and 24 children with normal hearing engaged in conversations with a clinician, using an oral mode of communication. Audio-video tapes of the conversations were analyzed to yield the following measures: percent of time the child and clinician spent trying to repair a breakdown in communication, percent of time the two spent sitting in silence, and the ratio between the amount of time the child spoke and the amount of time the clinician spoke. In addition, for the cochlear implant users, 10 judges viewed excerpts of the tapes and gave their impressions and reactions to the children and their conversations, using five-point rating scales. The objective and subjective measures were related to the children’s speech intelligibility, mean length utterance, and speech recognition in both an auditory-only and auditory-plus-vision condition.ResultsThe cochlear implant users spent significantly more time in communication breakdown and in silence than the children with normal hearing, and children who are in an educational placement that emphasizes oral communication spent less time in breakdown than children who are in educational placement that use both speech and sign. Speech intelligibility and receptive language were the best predictors of communication breakdown. Judges perceived children who spent less time in communication breakdown more favorably than children who spent more time, and reacted to them more positively. Finally, there was a high correlation between the subjective measures of the conversation and the objective measures.ConclusionsEducational programs should provide explicit instruction to promote conversational fluency. The results show a need for communication therapy, and suggest that the children will be perceived and reacted to more favorably if they learn how to manage communication difficulties. The results also support the need for extensive speech-language therapy for these children. The objective measures employed in this investigation appear to be a valid and useful means for assessing conversational fluency.