COCHLEAR IMPLANTS AND EDUCATION OF THE DEAF CHILD

描述：（改编自研究者摘要）：拟议的 一项研究调查了教育和阻碍对语言的影响， 使用Nucleus 22通道的语旁聋儿童的语言技能 人工耳蜗 据推测， 植入物与儿童对口语的依赖直接相关 交流和听觉，言语和语言的数量 儿童在植入后接受的指导。 选择用于研究的样本 将尽可能均匀，以便干预的效果可以 最清楚的检查。 纳入样本的标准包括： 实足年龄7岁0个月至9岁11个月; 4至5岁 植入后3年;在2、3或4岁时植入;英语作为第一语言 语言;正常的智力。 在这项赠款的5年期间， 190名符合这些标准的儿童将通过对以下问题的答复来确定， 在期刊和通讯中发布公告， 申请材料由他们的人工耳蜗中心和学校计划。 孩子们将被带到圣路易斯，沿着的还有一位家长， 10至15岁参加为期3天的夏令营/家长教育体验。 当父母参与教育研讨会时，孩子们将 经过精心挑选的一系列测试， 以提供四个因变量的估计：听觉技能（即， 言语感知和视觉增强），言语产生技能（音素 和单词清晰度），口语技能（英语和 功能性沟通）和阅读技能（解码和理解）。 对于依赖性测量，每个孩子的语言/听觉训练史 学校沟通模式将从完成的问卷中获得 由父母、人工耳蜗植入中心和儿童的 学校 将使用多变量分析来分析这些指标， 重要的协变量，如智商，家庭社会经济地位，学校类型 计划和支持服务，控制。 假设，对于 人工耳蜗植入术的目的是 达到较高水平的英语口语和阅读，这是至关重要的 以确定这些技能在多大程度上受到这种 植入后的干预。 因为，对于语言上的失聪 儿童，干预计划的成本很容易超过成本， 植入物，确定与植入物相关的所需培训量， 使用植入物获得的益处量具有相当大的实际意义， 重要性

DESCRIPTION: (Adapted From The Investigator s Abstract): The proposed study examines the effects of education and habilitation on the speech and language skills of perlingually deaf children who use a Nucleus 22-channel cochlear implant. It is hypothesized that the benefits obtained from the implant are directly related to the child's dependence on spoken language for communication and the amount of auditory, speech and language instruction a child receives post implant. The sample selected for study will be as homogenous as possible so that the effects of intervention can be most clearly examined. Criteria for inclusion in the sample include: Chronological age between 7 yrs 0 mos and 9 yrs 11 mos; between 4 and 5 years post implant; implanted at 2, 3, or 4 years of age; English as a first language; and normal intelligence. Over the 5-year period of this grant, 190 children who meet these criteria will be identified through responses to announcements in periodicals and newsletters and direct mailing of application materials by their cochlear implant centers and school programs. The children will be brought to St. Louis, along with a parent, in groups of 10 to 15 to participate in a 3-day summer camp/parent education experience. While the parents are involved in educational seminars, the children will be tested with an extensive battery of tests which have been carefully selected to provide estimates of four dependent variables: auditory skills (i.e., speech perception and visual enhancement), speech production skills (phoneme and word intelligibility), spoken language skills (English language and functional communication) and reading skills (decoding and comprehension). For the dependent measures, each child's history of speech/auditory training and school communication mode will be obtained from questionnaires completed independently by the parents, the cochlear implant center, and the child's school. These measures will be analyzed using multivariate analysis, with important covariates such as IQ, family socioeconomic status, type of school program and support service, controlled for. Assuming that, for a perlingually deaf child, the purpose of cochlear implantation is the achievement of higher levels of spoken English and reading, it is critical to determine the extent to which these skills are affected by the kind of intervention that follows implantation. Since, for perlingually deaf children, the cost of the intervention program can easily exceed the cost of the implant, establishing the amount of training needed in relation to the amount of benefit achieved with an implant has considerable practical importance.