Theunissen Stephanie C P M, Rieffe Carolien, Kouwenberg Maartje, De Raeve Leo J I, Soede Wim, Briaire Jeroen J, Frijns Johan H M
Department of Otorhinolaryngology and Head and Neck Surgery, Leiden University Medical Center, PO Box 9600, 2300 RC, Leiden, The Netherlands.
Department of Developmental Psychology, Leiden University, Leiden, The Netherlands.
Eur Child Adolesc Psychiatry. 2014 Apr;23(4):187-96. doi: 10.1007/s00787-013-0444-4. Epub 2013 Jun 27.
The purpose of this study was to examine several behavioral problems in school-aged hearing-impaired children with hearing aids or cochlear implants, compared to normally hearing children. Additionally, we wanted to investigate which sociodemographic, linguistic, and medical factors contributed to the level of behavioral problems, to pinpoint where targeted interventions can take place. This large, retrospective study included a sample of 261 school-aged children (mean age = 11.8 years, SD = 1.6), that consisted of three age- and gender-matched subgroups: 75 with hearing aids, 57 with cochlear implants, and 129 normally hearing controls. Self- and parent-reports concerning reactive and proactive aggression, delinquency, and symptoms of psychopathy, attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder were used. In addition, several language and intelligence tests were administered. Hearing-impaired children showed significantly more proactive aggression, symptoms of psychopathy, attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder than their normally hearing peers. More behavioral problems were associated with special schools for the deaf, sign (-supported) language, hearing aids (in contrast to cochlear implants), higher age, male gender, lower socioeconomic status, lower intelligence, and delayed language development. Hearing-impaired children face multiple problems regarding their behavior. The outcomes implicate that professionals should be aware of the higher risk of developing behavioral problems, in order to screen, detect, and treat in time. Furthermore, the associated risk and protective factors emphasize that clinicians must always consider the heterogeneity of the group of hearing-impaired children, in order to help and support the individual patient.
本研究旨在探讨佩戴助听器或人工耳蜗的学龄期听力受损儿童与听力正常儿童相比存在的若干行为问题。此外，我们还想调查哪些社会人口学、语言和医学因素会导致行为问题的程度，以确定可以进行有针对性干预的地方。这项大型回顾性研究纳入了261名学龄儿童样本（平均年龄 = 11.8岁，标准差 = 1.6），该样本由三个年龄和性别匹配的亚组组成：75名佩戴助听器的儿童、57名植入人工耳蜗的儿童和129名听力正常的对照儿童。使用了关于反应性和主动性攻击、犯罪以及精神病态、注意力缺陷多动障碍、对立违抗障碍和品行障碍症状的自我报告和家长报告。此外，还进行了几项语言和智力测试。与听力正常的同龄人相比，听力受损儿童表现出明显更多的主动性攻击、精神病态症状、注意力缺陷多动障碍、对立违抗障碍和品行障碍。更多的行为问题与聋人特殊学校、手语（辅助）语言、助听器（与人工耳蜗相比）、较高年龄、男性、较低的社会经济地位、较低的智力以及语言发育延迟有关。听力受损儿童在行为方面面临多重问题。研究结果表明，专业人员应意识到行为问题发生的较高风险，以便及时进行筛查、检测和治疗。此外，相关的风险和保护因素强调，临床医生必须始终考虑听力受损儿童群体的异质性，以便帮助和支持个体患者。
