摘要
目的 探究家庭支持教育对学龄前人工耳蜗植入儿童言语能力提升的作用。方法 选择本院2019年2月~2022年2月收治的103例学龄前人工耳蜗植入儿童,以奇偶数字法将其分为实验组51例及对照组52例。对照组开展常规语言康复干预,实验组在常规语言康复干预基础上增加家庭支持教育。对比两组言语、听觉能力及社会、抑郁情绪的差异。结果 干预后简易版普通话早期言语感知测试(low-verbal mandarin early speech perception test,LV-MESP)评分均高于对照组(P<0.05)。干预后两组有意义听觉整合量表(meaningful auditory integration scale,MAIS)评分相较于干预前提高,且实验组评分显著高于对照组(P<0.05)。干预后实验组各项社会情绪评分均显著高于常规组(P<0.05)。干预后两组抑郁障碍自评量表(depression self-rating scale for children,DSRSC)评分低于干预前,且实验组显著低于对照组(P<0.05)。结论 家庭支持教育对学龄前人工耳蜗植入儿童听觉言语能力提升效果显著,可改善其社会情绪及抑郁情绪。
Objective To explore the role of family support education in improving the speech ability of preschool children with cochlear implantation.Methods The subjects were 103 preschool children with cochlear implantation admitted to the hospital from February 2019 to February 2022.They were divided into an education group(n=51) and a conventional group(n=52) by the odd and even number method.The conventional group received routine language rehabilitation intervention,and the education group received family support education on the basis of the conventional group.The differences of speech,hearing ability,social and depressive mood were compared between the two groups.Results After intervention,the scores of the simple version of Mandarin Early Speech Perception Test(LV-MESP) were higher than those of the conventional group(P<0.05).After intervention,the score of Meaningful Auditory Integration Scale(MAIS) in the education group and the conventional group was higher than that before intervention,and the education group was higher than that in the conventional group(P<0.05).After intervention,the scores of social emotion in the education group were higher than those in the conventional group(P<0.05).After intervention,the depression selfrating scale for children(DSRSC) score of the education group and the conventional group was lower than that before intervention,and the education group was lower than that of the conventional group(P<0.05).Conclusion Family support education has a significant effect on the improvement of auditory and speech ability of preschool children with cochlear implantation,which can improve social emotions and depression.
作者
许京菁
王利
乔国庆
周谋
何宗忠
施琳颖
李艳辉
XU Jing-jing;WANG Li;QIAO Guo-qing;ZHOU Mou;HE Zong-zhong;SHI Lin-ying;LI Yan-hui
出处
《中国听力语言康复科学杂志》
2022年第6期458-460,共3页
Chinese Scientific Journal of Hearing and Speech Rehabilitation
关键词
人工耳蜗植入
言语能力
家庭支持教育
听觉能力
抑郁情绪
Cochlear implantation
Verbal ability
Family support education
Hearing ability
Depressed mood
