摘要
目的：考察3种训练方法对人工耳蜗植入儿童术后康复效果的影响。方法随机选取2～7岁人工耳蜗植入儿童106人，其中34人接受综合感官训练法、36人接受音素辨听训练法、36人接受听觉口语训练法。采用《听障儿童听觉语言能力评估标准及方法》对所有听障儿童进行评估。结果不同训练方法对听障儿童的听觉、语言能力具有显著影响（P〈0.05）。结论综合感官训练法能在一定程度上帮助听障儿童提高语言能力，但听觉能力发展效果不佳；音素辨听训练法可促进听障儿童的细致辨听能力，但语言能力发展有限；听觉口语训练法能使听障儿童的听觉和言语能力得到均衡发展。
Objective To investigate the impact of three training methods on the rehabilitation for hearing-impaired children with cochlear implants. Methods 106 hearing-impaired children with cochlear implants were included in the study. 34 children received multiple sensory therapy（MST）.36 children received phonematic recognizing therapy（PRT）, and the other 36 children received auditory verbal therapy（AVT）. All the children were evaluated by Hearing and Speech Evaluation Standards and Methods for Hearing-impaired Children. Results The training methods had significant effects on the hearing and speech performance of children with cochlear implants（P〈0.05）. Conclusion MST could improve the hearing-impaired children’s spoken language but were unsatisfactory as for hearing rehabilitation. PRT could help the CI children much in phonematic recognition but with less in speech development. And cochlear implanted children could benefit a lot not only in hearing but also in speech development from AVT.
出处
《中国听力语言康复科学杂志》
2014年第2期158-160,共3页
Chinese Scientific Journal of Hearing and Speech Rehabilitation
关键词
训练方法
人工耳蜗
听障儿童
Training method
Cochlear implant
Hearing-impaired child
