Early intervention intensity and language outcomes for children using cochlear implants

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
C. Chu, S. Dettman, D. Choo
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引用次数: 9

Abstract

ABSTRACT Measurement of optimum treatment efficacy to address language delays in children using cochlear implants is difficult, but important, to promote evidence-based treatments and reduce treatment inequities. This exploratory retrospective study investigated associations between; frequency of early intervention (weekly, fortnightly, monthly); total dose (calculated in hours over a year); and child involvement in family activities on language outcomes for 42 pediatric cochlear implant recipients enrolled in aural/oral programs. Parents who attended the Cochlear Implant Clinic completed the Family and Educational Characteristics Questionnaires (FamEd-Q) at each post-operative review, and their children completed formal language assessments. Family and child demographic characteristics were collated. Children whose parents reported lower doses (in hours) of early intervention demonstrated better expressive language skills than children who received more intervention, but this result was confounded by other underlying differences between groups regarding age-at-first-implant and cognitive function. Additionally, children from families with greater relative socio-economic advantage tended to receive more frequent intervention sessions. Of practical significance, greater levels of child involvement in family activities were associated with higher child language scores.
使用人工耳蜗儿童的早期干预强度和语言效果
衡量使用人工耳蜗治疗儿童语言迟缓的最佳治疗效果是困难的,但对于促进循证治疗和减少治疗不公平是重要的。本探索性回顾性研究调查了;早期干预频率(每周、每两周、每月);总剂量(一年以小时计算);儿童参与家庭活动对42名参加听力/口语项目的儿童人工耳蜗受者的语言结果的影响。参加人工耳蜗门诊的家长在每次术后复查时完成家庭和教育特征问卷(FamEd-Q),他们的孩子完成正式的语言评估。整理家庭和儿童人口统计特征。父母报告早期干预剂量较低(以小时为单位)的儿童比接受更多干预的儿童表现出更好的语言表达能力,但这一结果与组间关于初始植入年龄和认知功能的其他潜在差异相混淆。此外,来自相对社会经济优势较大家庭的儿童往往接受更频繁的干预。具有实际意义的是,儿童参与家庭活动的程度越高,儿童语言成绩越高。
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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