University of Toronto, Ontario, Canada.
J Speech Lang Hear Res. 2011 Aug;54(4):1197-210. doi: 10.1044/1092-4388(2010/10-0099). Epub 2010 Dec 20.
Little is known about the social interaction skills of children with severe to profound hearing loss (SPHL) in terms of how they manage conversational exchanges with peers. This study compared the initiation and response skills of children with SPHL with those of children with typical hearing during group play in integrated preschool programs.
Two groups of 12 children were matched on a number of variables and assessed for intelligence, language, speech, and social development. All initiations, responses, and resulting interactions during 20 min of group play were transcribed and coded. Outcome measures included number and type of initiation strategies, number of responses, and length of interactions.
Despite poorer speech, language, and social development, there were no significant differences in initiation and response skills measured between children with SPHL and their matched peers. The small sample size may have made differences difficult to detect; however, playmates initiated interactions less often with the children with SPHL and ignored their initiations more often than those of other children.
Preschool children with SPHL were excluded from interactions by their playmates. Having age-appropriate language skills did not ensure successful peer interactions. Inclusive preschool programs may consider offering classroom-wide social skills training to enhance interaction opportunities.
对于重度至极重度听力损失（SPHL）儿童在与同龄人进行会话交流时如何管理会话的社交互动技能，我们知之甚少。本研究比较了在融合式学前项目中，SPHL 儿童与具有典型听力的儿童在小组游戏中的发起和反应技能。
根据多项变量，将两组各 12 名儿童进行匹配，并评估他们的智力、语言、言语和社会发展。将 20 分钟小组游戏期间的所有发起、反应和互动结果进行转录和编码。结果测量包括发起策略的数量和类型、反应的数量以及互动的长度。
尽管言语、语言和社会发展较差，但 SPHL 儿童与其匹配同伴在发起和反应技能方面没有显著差异。小样本量可能使差异难以察觉；然而，玩伴与 SPHL 儿童的互动较少，忽略他们的发起比其他儿童更频繁。
SPHL 学龄前儿童被他们的玩伴排除在互动之外。具备适当年龄的语言技能并不能确保成功的同伴互动。融合式学前项目可以考虑提供课堂范围的社交技能培训，以增加互动机会。
