Meinzen-Derr Jareen, Wiley Susan, Grether Sandra, Choo Daniel I
Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, USA.
Cochlear Implants Int. 2013 Sep;14(4):181-9. doi: 10.1179/1754762812Y.0000000019. Epub 2013 Feb 9.
To assess daily functional skills among young cochlear implant (CI) recipients with additional disabilities.
Children with CI and developmental disabilities and a hearing control group containing similar ages and similar disabilities were enrolled in a cross-sectional study of language and functional skills. Daily functional skills were measured using the Pediatric Evaluation of Disability Inventory (PEDI), which provides standard and scaled scores in Self-Care, Mobility, and Social Functioning domains. Language was assessed using the Preschool Language Scales, 4th edition which provides standard scores and age equivalents.
Fourteen children with CIs and seven hearing controls were included in this analysis. Most children in this study (90.5%) had cognitive disabilities and 57% had motor disabilities. Compared with the hearing controls, children with CIs were less likely to have functional independence in any PEDI domain. Children with CI had significantly lower median social functioning standard scores compared with controls (17.3 vs. 27.5, P = 0.009). After controlling for nonverbal cognitive abilities and language level, the difference was no longer significant (19.1 vs. 24, P = 0.3). Among children with CI, age at implant and duration with device were not associated (P > 0.4) with PEDI scores.
Although children with CI and developmental disabilities had similar functional skills as hearing children with similar disabilities regarding the PEDI domains of Self-Care and Mobility, they had lower Social Function standard scores. This lower social functioning among children with implants may be related to lower language levels and possible language deficits seen in the CI group. Regular assessments of functional abilities coupled with language abilities are essential in providing every child with the opportunity for maximizing the potential for independence.
评估合并其他残疾的年轻人工耳蜗植入（CI）受者的日常功能技能。
将患有CI和发育障碍的儿童以及一个年龄和残疾情况相似的听力对照组纳入一项关于语言和功能技能的横断面研究。使用儿童残疾评定量表（PEDI）测量日常功能技能，该量表在自我护理、移动和社会功能领域提供标准分数和量表分数。使用《学前语言量表》第4版评估语言能力，该量表提供标准分数和年龄当量。
本分析纳入了14名接受CI的儿童和7名听力对照者。本研究中的大多数儿童（90.5%）有认知障碍，57%有运动障碍。与听力对照组相比，接受CI的儿童在任何PEDI领域中获得功能独立的可能性较小。与对照组相比，接受CI的儿童的社会功能标准分数中位数显著更低（17.3对27.5，P = 0.009）。在控制了非语言认知能力和语言水平后，差异不再显著（19.1对24，P = 0.3）。在接受CI的儿童中，植入时的年龄和使用设备的时长与PEDI分数无关（P > 0.4）。
尽管在自我护理和移动的PEDI领域中，患有CI和发育障碍的儿童与有类似残疾的听力儿童具有相似的功能技能，但他们的社会功能标准分数更低。植入儿童中这种较低的社会功能可能与CI组中较低的语言水平和可能存在的语言缺陷有关。定期评估功能能力以及语言能力对于让每个儿童都有机会最大限度地发挥独立潜力至关重要。
