COCHLEAR IMPLANTS AND EDUCATION OF THE DEAF CHILD

描述：(改编自调查员S摘要)：建议 这项研究考察了教育和适应训练对语言和语言能力的影响 使用Nucleus 22频道的永久语言失聪儿童的语言技能 人工耳蜗术。据推测，从该计划获得的利益 植入物与儿童对口语的依赖有直接关系 用于交流以及听觉、言语和语言的数量 儿童接受植入后的指导。选定进行研究的样本 将尽可能地同质化，以便干预的效果可以 检查得最清楚了。样本中包含的标准包括： 年龄顺序为7岁0个月至9岁11个月；4至5岁 植入后数年；2岁、3岁或4岁时植入；第一次使用英语 语言；和正常的智力。在这笔赠款的5年期间， 190名符合这些标准的儿童将通过回答以下问题来确定 在期刊和时事通讯上的公告和直接邮寄 申请材料由其人工耳蜗植入中心和学校项目提供。 孩子们将被带到圣路易斯，和一位家长一起，每组 10至15人参加为期3天的夏令营/家长教育体验。 当父母参与教育研讨会时，孩子们将被 通过精心挑选的一系列测试进行测试 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 和单词可理解性)，口语技能(英语和 功能交流)和阅读技能(解码和理解)。 对于依从性措施，每个儿童的言语/听觉训练史 并通过问卷调查获得学校沟通方式 由父母、人工耳蜗植入中心和孩子的 学校。这些措施将使用多变量分析进行分析， 重要的协变量，如智商、家庭社会经济地位、学校类型 程序和支持服务，受控制。假设，对于一个 永久语言失聪儿童，人工耳蜗术的目的是 达到较高的英语口语和阅读水平，这是至关重要的 以确定这些技能受这种类型的 植入后的干预。因为，对于长期失聪的人来说 对于儿童来说，干预计划的成本很容易超过 植入物，确定所需的训练量与 通过植入物获得的益处具有相当大的实用性 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.