The utility of hearing aids for the children with cochlear implants

为了对人工耳蜗植入儿童的语言交际能力进行归纳和定量的评估，我们编制了一份检查表，对人工耳蜗植入儿童的语言能力进行了评估。在这个列表中，有3个项目评估听力，3个项目评估表达能力，2个项目评估理解能力，4个项目评估情绪心理，最后一个项目评估沟通能力。采用视觉模拟评分法（Visual Analog Scaling，VAS）进行评估，并将评估结果记录在录像机上，以验证评估表中项目的有效性和评估方法的有效性。因此，向6名幼儿教师、5名语言治疗师和5名医生展示了这套录像机，以便利用清单上的项目进行评估。当从VTR中提取客观数据并比较从检查表中获得的评价分数时，确认了与听觉能力、表达能力、理解能力和沟通能力有关的那些评价项目的适用性。当对沟通能力的评价分数和其他评价项目进行比较时，在9个项目中，除3个项目外，其他项目均观察到相关性。在监测人工耳蜗植入儿童的语言发育时，经常使用“沟通能力提高”这一表述。然而，由于“沟通能力”这个词所激发的形象因职业而异，当这些职业以团队方式合作时，往往会出现混乱。使用上述评估分数，我们检查了在评估交际能力时的职业差异。因此，在评价交际能力时，评价的重点因职业而异。

In order to inductively and quantitatively evaluate the communicative ability of children with cochlear implants, we made a checklist in a trial to evaluate the linguistic ability of children with cochlear implants. In this list, there were 3 items evaluating the hearing ability, 3 items evaluating expressive ability, 2 items evaluating understanding ability, 4 items evaluating emotional psychology, and one final item for evaluating communicative ability. The evaluation procedure was performed in accordance with Visual Analog Scaling (VAS).Children with cochlear implants and their mothers played at keeping-house and were recorded on VTR in order to confirm the validity of the items in the checklist and the methods of evaluation from our list. Consequently, this VTR was shown to 6 nursery teachers, 5 speech therapists and 5 medical doctors so that evaluations could be made using those items on the checklist. When objective data was extracted from the VTR and evaluation scores obtained from the checklist were compared, the suitability of those evaluation items concerned with the sense of hearing ability, expressive ability, understanding ability, and communicative ability was confirmed. When the evaluation scores on communicative ability and the other items of evaluation were compared, a relationship was observed in all but 3 of the 9 items.The expression "communicative ability has improved" is frequently used when monitoring the language development of children with cochlear implants. However, because the images inspired with the words "communicative ability" vary from profession to profession, confusion often arises when such professions collaborate in a team approach to habilitation. Using the above-mentioned evaluation scores, we examined the difference between professions when evaluating communicative ability. As a result, when communicative ability was evaluated, the focal point of evaluation differed according to profession.