The utility of hearing aids for the children with cochlear implants

为了对植入人工耳蜗儿童的交际能力进行归纳定量的评价，我们在试验中编制了一份评估植入人工耳蜗儿童语言能力的检查表。其中听力3项，表达能力3项，理解能力2项，情绪心理4项，交际能力1项。评估程序按照视觉模拟评分（VAS）进行。植入人工耳蜗的儿童和他们的母亲在房间玩耍，并通过录影来确认检查表中项目的有效性和我们的评估方法。因此，向6名托儿所教师、5名语言治疗师和5名医生展示了这份录像记录，以便利用清单上的项目进行评价。通过从VTR中提取客观数据，并比较量表中获得的评价分数，确定了听力、表达能力、理解能力、交际能力等评价项目的适宜性。当对交际能力的评价得分与其他评价项目进行比较时，9个项目中除3个项目外，其余项目均存在相关关系。在监测植入人工耳蜗儿童的语言发展时，经常使用“沟通能力提高”这一说法。然而，由于“沟通能力”一词所激发的形象因职业而异，当这些职业以团队方式合作进行适应性训练时，往往会出现混乱。利用上述评价分数，我们考察了不同职业在评价交际能力时的差异。因此，在对交际能力进行评价时，不同专业的评价重点有所不同。

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.