COCHLEAR IMPLANTS AND EDUCATION OF THE DEAF CHILD

人工耳蜗和聋哑儿童的教育

• 批准号: 2749263
• 负责人: ANN Elizabeth GEERS
• 金额: $ 43.11万
• 依托单位: CENTRAL INSTITUTE FOR THE DEAF
• 依托单位国家: 美国
• 财政年份: 1996
• 资助国家: 美国
• 起止时间: 1996-08-01 至 2001-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2749263
• 关键词: behavioral /social science research tag; clinical research; cochlear implants; deafness; education cost /financing; education evaluation /planning; hearing tests; human subject; intelligence tests; language development; middle childhood (6-11); preschool child (1-5); questionnaires; reading; remedial /special education; speech; speech recognition

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.

描述：（改编自研究者的摘要）：提议的 研究考察了教育和适应能力对言语和能力的影响 使用 Nucleus 22 通道的单语聋儿童的语言技能 人工耳蜗。 据推测，从该项目中获得的利益 植入物与孩子对口语的依赖直接相关 用于沟通以及听觉、言语和语言的数量 孩子在植入后接受的指导。 选取的研究样本 将尽可能同质，以便干预的效果可以 检查得最清楚。 纳入样本的标准包括： 实际年龄在 7 岁 0 个月至 9 岁 11 个月之间； 4 到 5 之间 植入后数年；在 2、3 或 4 岁时植入；英语为第一 语言;和正常智力。 在这笔补助金的 5 年期间， 将通过对以下问题的答复来确定 190 名符合这些标准的儿童 期刊和时事通讯中的公告以及直接邮寄 人工耳蜗植入中心和学校项目提供的申请材料。 孩子们将与家长一起被分成几组带到圣路易斯 10至15日参加为期3天的夏令营/家长教育体验。 当家长参与教育研讨会时，孩子们将 经过一系列精心挑选的测试 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，每个孩子的言语/听觉训练历史 学校沟通方式由填写的问卷得出 由父母、人工耳蜗中心和孩子独立进行 学校。 这些措施将使用多变量分析进行分析，其中 重要的协变量，例如智商、家庭社会经济地位、学校类型 计划和支持服务，受控。 假设，对于一个 对于单语性聋儿，人工耳蜗植入的目的是 取得较高水平的英语口语和阅读能力，这一点至关重要 确定这些技能受该类型影响的程度 植入后的干预。 因为对于单语聋人来说 儿童，干预计划的成本很容易超过 植入物，确定与植入物相关的所需培训量 植入物所带来的益处具有相当大的实际意义 重要性。