听障儿童助听后学习能力变化及影响因素研究

    Research on changes in learning ability and influencing factors of hearing-impaired children after hearing aid fitting

    • 摘要:
      目的: 探讨听障儿童助听后学习能力变化轨迹及其影响因素。
      方法: 选取合肥市某康复机构44名5~17岁听障儿童作为研究对象,自制一般情况调查表和希–内学习能力测验量表进行问卷调查和评估,运用重复测量方差分析和多元线性回归模型对数据进行分析。
      结果: 听障儿童助听后1个月、3个月、半年及1年的离差智商随时间延长而提高,得分分别为(97.50 ± 15.18)、(100.68 ± 14.89)、(104.80 ± 15.42)和(106.36 ± 15.26)(P < 0.01)。不同特征分组下,不同时点离差智商时间效应显著(P < 0.01),两两比较差异均显著(P < 0.05);不同性别和年龄的组间效应显著(P < 0.05);不同性别、年龄、现住地、儿童监护人受教育程度及对听障儿童的语言输入类型分组中的离差智商时间与组间交互作用显著(P < 0.05)。儿童监护人语言输入类型、受教育程度及助听后1个月离差智商是影响听障儿童助听后1年离差智商的相关因素(P < 0.05)。
      结论: 听障儿童助听后学习能力随时间延长显著提高,受到不同因素影响。重点关注语言输入环境的改善,鼓励儿童监护人使用普通话语言输入,有利于提升听障儿童助听后学习能力水平。

       

      Abstract:
      Objective To investigate the changes of learning ability of hearing-impaired children after surgery and its influencing factors.
      Methods Forty-four hearing-impaired children aged 5-17years old from a rehabilitation institution in Hefei City were included as the subjects of the study. A self-made general situation questionnaire and the Heinrich Learning Ability Test scale were used for questionnaire survey and evaluation. Repeated measures ANOVA and multivariable linear regression model were used to analyze the data.
      Results The deviation intelligence quotient of children with hearing impairment gradually increased over time at one month, three months, six months, and one year after surgery, with scores of (97.50 ± 15.18), (100.68 ± 14.89), (104.80 ± 15.42), and (106.36 ± 15.26), respectively (P < 0.01). Under different demographic characteristics groups, the time effect of deviation intelligence quotient at different time points was statistically significant (P < 0.01), the differences of pairwise comparison were all statistically significant (P < 0.05). Inter group effect of different gender and age were statistically significant (P < 0.05). The interaction effects between time and inter group of deviation intelligence quotient were statistically significant under different groups of gender, age, current residence, children primary caregiver's education level and primary caregiver's language input type (P < 0.05). Children primary caregiver's education level, primary caregiver's language input type and deviation intelligence quotient one month after surgery were related factors affecting the hearing-impaired children deviation intelligence quotient one year after surgery (P < 0.05).
      Conclusions The learning ability of hearing-impaired children improved significantly with time after surgery, and affected by many factors. Focusing on improving the language input environment and encouraging primary caregivers of children to use Mandarin language input is conducive to improving the learning ability of hearing-impaired children after surgery.

       

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