Speech Perception Training in Children: The Retention of Benefits and Booster Training.
Speech Perception Training in Children: The Retention of Benefits and Booster Training.
复制标题
儿童言语感知训练：利益保留和加强训练。
DOI：
10.1097/aud.0000000000001413
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发表时间：
2024
期刊：
影响因子：
3.7
通讯作者：
Barcroft,Joe
中科院分区：
文献类型：
--
作者：
Spehar,Brent;Tye-Murray,Nancy;Mauzé,Elizabeth;Sommers,Mitchell;Barcroft,Joe
目的：言语知觉训练是提高聋儿认知能力和语言能力的有效干预手段。然而，大多数关于言语感知训练的研究只衡量训练后立即获得的收益。只有少数案例包括在一段时间没有培训后进行后续评估。一个关键的悬而未决的问题是，与培训有关的福利是否在培训停止后保留一段时间。这项调查的主要目标是确定儿童在完成16小时的正式言语感知训练后4到6周是否保留了与训练相关的好处。训练包括听觉训练或朗读演讲训练，或两者兼而有之。同样重要的是要确定“助推器”训练是否有助于增加在最初的强化训练期间所取得的成果。这项研究的另一个目标是调查在正式培训停止后的4至6周期间提供家庭助推器培训的好处。最初的调查(Tye-Murray等人2022)比较了说话者熟悉度的影响和不同类型培训的相对好处。我们预测，没有接受额外训练的儿童在完成正式训练后将保留所获得的成果。我们还预测了那些完成助听器训练的儿童将获得额外的收益。设计：先前参加过最初的随机对照研究的6~12岁听力损失儿童在结论得出结论后4~6周返回进行后续的言语知觉评估。第一组(n=44)在随访评估前没有接受研究小组的正式干预后返回。第二组40名儿童在后续的言语感知评估之前，在4到6周的时间间隔内，在家中完成了额外的16个小时的言语感知训练。基于家庭的语音感知培训是在实验室接受的相同培训的延续，该培训的格式是在带有便携式扬声器的PC平板电脑上工作。后续的言语感知评估包括听力和朗读，测试项目由熟悉的(受过训练的)和不熟悉的(未受过训练的)说话者说出。结果：在没有接受助推器训练的组中，跟踪测试显示所有在实验室培训后立即获得的成果都被保留了下来。在同一时间间隔内接受助推器训练的组也保持了正规训练的好处，有一些轻微的改善。结论：在临床上，目前的发现非常令人鼓舞；没有接受家庭助推器训练的组保留了基于实验室的训练方案所获得的好处。此外，结果表明，自定进度的助推器训练保持了在基于实验室的训练后立即出现的与说话者熟悉和训练类型相关的相对训练收益。未来的听力康复计划应该包括在家里进行维护训练，以补充在学校或诊所更正式的条件下进行的言语感知训练。
Objectives:Speech perception training can be a highly effective intervention to improve perception and language abilities in children who are deaf or hard of hearing. Most studies of speech perception training, however, only measure gains immediately following training. Only a minority of cases include a follow-up assessment after a period without training. A critical unanswered question was whether training-related benefits are retained for a period of time after training has stopped. A primary goal of this investigation was to determine whether children retained training-related benefits 4 to 6 weeks after they completed 16 hours of formal speech perception training. Training was comprised of either auditory or speechreading training, or a combination of both. Also important is to determine if “booster” training can help increase gains made during the initial intensive training period. Another goal of the study was to investigate the benefits of providing home-based booster training during the 4-to 6-week interval after the formal training ceased. The original investigation (Tye-Murray et al. 2022) compared the effects of talker familiarity and the relative benefits of the different types of training. We predicted that the children who received no additional training would retain the gains after the completing the formal training. We also predicted that those children who completed the booster training would realize additional gains.Design:Children, 6 to 12 years old, with hearing loss who had previously participated in the original randomized control study returned 4 to 6 weeks after the conclusion to take a follow-up speech perception assessment. The first group (n= 44) returned after receiving no formal intervention from the research team before the follow-up assessment. A second group of 40 children completed an additional 16 hours of speech perception training at home during a 4-to 6-week interval before the follow-up speech perception assessment. The home-based speech perception training was a continuation of the same training that was received in the laboratory formatted to work on a PC tablet with a portable speaker. The follow-up speech perception assessment included measures of listening and speechreading, with test items spoken by both familiar (trained) and unfamiliar (untrained) talkers.Results:In the group that did not receive the booster training, follow-up testing showed retention for all gains that were obtained immediately following the laboratory-based training. The group that received booster training during the same interval also maintained the benefits from the formal training, with some indication of minor improvement.Conclusions:Clinically, the present findings are extremely encouraging; the group that did not receive home-based booster training retained the benefits obtained during the laboratory-based training regimen. Moreover, the results suggest that self-paced booster training maintained the relative training gains associated with talker familiarity and training type seen immediately following laboratory-based training. Future aural rehabilitation programs should include maintenance training at home to supplement the speech perception training conducted under more formal conditions at school or in the clinic.