DesJardin Jean L, Eisenberg Laurie S
Children's Auditory Research and Evaluation Center, House Ear Institute, Los Angeles, CA, USA.
Ear Hear. 2007 Aug;28(4):456-69. doi: 10.1097/AUD.0b013e31806dc1ab.
The principal goal of this study was to investigate the relationships between maternal contributions (e.g., involvement, self-efficacy, linguistic input) and receptive and expressive (oral and sign) language skills in young children with cochlear implants.
Relationships between maternal contributions and children's language skills were investigated by using correlation and regression analyses. Thirty-two mothers (mean age = 36.0 yr) and their children (mean age = 4.8 yr) were videotaped during free play and storybook interactions. Mothers' and children's quantitative (MLU, number of word-types) and mothers' qualitative (facilitative language techniques) linguistic input were analyzed. Mothers completed a measurement tool specifically designed to quantify their sense of involvement and self-efficacy (Scale of Parental Involvement and Self-Efficacy). The Reynell Developmental Language Scales and data from videotaped transcription analyses were used to evaluate children's oral and sign language skills.
Maternal involvement and self-efficacy relating to children's speech-language development were positively related to mothers' quantitative and qualitative linguistic input. After controlling for child's age, mothers' MLU and two facilitative language techniques (recast and open-ended question) were positively related to children's language skills.
The performance of young implant users may vary in part because of their mothers' sense of involvement and self-efficacy, as well as the ways in which mothers interact with their children. Given this information, it would be fruitful for professionals working with these families to incorporate goals that enhance caregivers' involvement, self-efficacy, and linguistic input to better support language development in young children after cochlear implantation.
本研究的主要目标是调查母亲的贡献（如参与度、自我效能感、语言输入）与接受性和表达性（口语和手语）语言技能之间的关系。
通过相关性和回归分析研究母亲的贡献与儿童语言技能之间的关系。在自由玩耍和故事书互动期间，对32位母亲（平均年龄 = 36.0岁）及其子女（平均年龄 = 4.8岁）进行录像。分析了母亲和儿童的定量（平均语句长度、词类数量）以及母亲的定性（促进性语言技巧）语言输入。母亲们完成了一项专门设计用于量化她们的参与感和自我效能感的测量工具（父母参与和自我效能感量表）。使用雷尼尔发展性语言量表和录像转录分析数据来评估儿童的口语和手语技能。
与儿童言语语言发展相关的母亲参与度和自我效能感与母亲的定量和定性语言输入呈正相关。在控制儿童年龄后，母亲的平均语句长度和两种促进性语言技巧（重新表述和开放式问题）与儿童的语言技能呈正相关。
年轻植入用户的表现可能部分因母亲的参与感和自我效能感以及母亲与孩子互动的方式而异。鉴于这些信息，与这些家庭合作的专业人员设定目标，提高照顾者的参与度、自我效能感和语言输入，以更好地支持幼儿人工耳蜗植入后的语言发展，将是富有成效的。
