【摘要】：建立人工耳蝸植入兒童康復(fù)效果評(píng)估指標(biāo)體系,對(duì)觀察人工耳蝸植入兒童的聽(tīng)覺(jué)言語(yǔ)語(yǔ)言能力、追蹤康復(fù)效果、比較不同類型人工耳蝸的性能等都非常重要。本研究在前人研究的基礎(chǔ)上,采用《聽(tīng)障兒童聽(tīng)覺(jué)能力評(píng)估標(biāo)準(zhǔn)及方法》作為評(píng)估工具,對(duì)韻母識(shí)別、聲母識(shí)別、聲調(diào)識(shí)別、單音節(jié)詞識(shí)別、雙音節(jié)詞識(shí)別和短句識(shí)別能力六項(xiàng)聽(tīng)覺(jué)能力評(píng)估指標(biāo)進(jìn)行了標(biāo)準(zhǔn)化研究,并在人工耳蝸植入兒童術(shù)后一年的康復(fù)訓(xùn)練中應(yīng)用此六項(xiàng)指標(biāo),對(duì)聽(tīng)覺(jué)康復(fù)效果進(jìn)行跟蹤評(píng)估。 研究?jī)?nèi)容及結(jié)果包括以下方面： 1.通過(guò)對(duì)健聽(tīng)兒童進(jìn)行聲母、韻母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別能力評(píng)估,對(duì)六項(xiàng)評(píng)估指標(biāo)進(jìn)行標(biāo)準(zhǔn)化研究。 (1)修訂了3歲及以上各年齡段人工耳蝸植入兒童的韻母、聲母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別能力的評(píng)估標(biāo)準(zhǔn)。 (2)制定了2歲年齡段人工耳蝸植入兒童韻母、聲母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別能力評(píng)估標(biāo)準(zhǔn)。 2.對(duì)2-6歲人工耳蝸植入兒童應(yīng)用此六項(xiàng)評(píng)估指標(biāo)進(jìn)行一年的聽(tīng)覺(jué)康復(fù)跟蹤評(píng)估,探討了人工耳蝸植入兒童聽(tīng)覺(jué)能力的發(fā)展特征。 (1)隨著康復(fù)時(shí)間的延長(zhǎng),韻母、聲母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別率增高,標(biāo)準(zhǔn)差變小。韻母、聲母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別能力評(píng)估標(biāo)準(zhǔn)適合人工耳蝸植入兒童的康復(fù)效果評(píng)估。 (2)耳蝸植入年齡越小,韻母、聲母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別能力發(fā)展越快。人工耳蝸植入兒童至少要接受12個(gè)月的韻母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別能力的強(qiáng)化訓(xùn)練,對(duì)于小齡兒童,強(qiáng)化訓(xùn)練時(shí)間要超過(guò)一年；對(duì)聲母識(shí)別能力的康復(fù),強(qiáng)化訓(xùn)練時(shí)間必須超過(guò)一年 (3)康復(fù)前6個(gè)月是人工耳蝸植入兒童韻母、聲母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別能力發(fā)展的關(guān)鍵期,在此期問(wèn)人工耳蝸的調(diào)試、優(yōu)化至關(guān)重要,因此,人工耳蝸植入兒童必須在此期間完成對(duì)植入耳蝸的調(diào)試、適應(yīng)和優(yōu)化。 (4)耳蝸植入年齡越小,韻母、聲母、聲調(diào)、單音節(jié)詞、雙音節(jié)詞和短句識(shí)別能力增長(zhǎng)幅度越大。小年齡組(2-3歲)的增長(zhǎng)幅度要大于大年齡組(4-6歲)。
[Abstract]:It is very important to establish an index system for evaluating the rehabilitation effect of cochlear implant children. It is very important to observe the auditory speech and speech ability of the children with cochlear implantation, to follow up the rehabilitation effect, and to compare the performance of different types of cochlear implant. On the basis of previous studies, this study uses the criteria and methods of hearing ability Assessment for Children with hearing impairment as an assessment tool to identify vowels, tones and monosyllabic words. A standardized study was carried out on six evaluation indexes of auditory ability of two-tone word recognition and short sentence recognition. The six indexes were used in the rehabilitation training of children with cochlear implant one year after operation to track and evaluate the effects of auditory rehabilitation. The content and results of the study include the following: 1. A standardized study was carried out on six evaluation indexes by evaluating the recognition ability of consonants, rhymes, tones, monosyllabic words, disyllabic words and short sentences in listening children. The main results are as follows: (1) the evaluation criteria of vowel, tone, monosyllabic, disyllabic and short sentences in cochlear implant children aged 3 years or older were revised. (2) the evaluation criteria of rhyme, tone, monosyllabic words, disyllabic words and short sentences in 2-year-old children with cochlear implant were established. 2. The auditory rehabilitation of 2-6-year-old children with cochlear implant was followed up for one year, and the developmental characteristics of auditory ability of children with cochlear implant were discussed. (1) with the prolongation of rehabilitation time, the recognition rate of vowels, tones, monosyllabic words, disyllabic words and short sentences increased and the standard deviation decreased. The evaluation criteria of rhyme, tone, monosyllabic words, disyllabic words and short sentences are suitable for the evaluation of rehabilitation effect of cochlear implant children. (2) the younger the cochlear implant age, the faster the recognition ability of phoneme, tone, monosyllabic words, disyllabic words and short sentences developed. Children with cochlear implant should receive at least 12 months of intensive training of rhyme, tone, monosyllabic words, disyllabic words and short sentences. For young children, the intensive training time should be more than one year. For the rehabilitation of consonant recognition ability, the intensive training time must exceed one year (3) 6 months before rehabilitation is the key period for the development of the recognition ability of cochlear implant children's rhyme, tone, monosyllabic word, disyllabic word and short sentence. During this period, the adjustment and optimization of cochlear implant is very important. Therefore, children with cochlear implant must complete the debugging, adaptation and optimization of cochlear implant during this period. (4) the younger the cochlear implant age, the greater the recognition ability of phoneme, tone, monosyllabic words, disyllabic words and short sentences. The increase in the younger age group (2 to 3 years old) was greater than that in the older age group (4 to 6 years old).
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：R764

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