Oryadi Zanjani Mohammad Majid, Hasanzadeh Saeid, Rahgozar Mehdi, Shemshadi Hashem, Purdy Suzanne C, Mahmudi Bakhtiari Behrooz, Vahab Maryam
Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Int J Pediatr Otorhinolaryngol. 2013 Sep;77(9):1545-50. doi: 10.1016/j.ijporl.2013.06.031. Epub 2013 Jul 27.
Since the introduction of cochlear implantation, researchers have considered children's communication and educational success before and after implantation. Therefore, the present study aimed to compare auditory, speech, and language development scores following one-sided cochlear implantation between two groups of prelingual deaf children educated through either auditory-only (unisensory) or auditory-visual (bisensory) modes.
A randomized controlled trial with a single-factor experimental design was used.
The study was conducted in the Instruction and Rehabilitation Private Centre of Hearing Impaired Children and their Family, called Soroosh in Shiraz, Iran. We assessed 30 Persian deaf children for eligibility and 22 children qualified to enter the study. They were aged between 27 and 66 months old and had been implanted between the ages of 15 and 63 months. The sample of 22 children was randomly assigned to two groups: auditory-only mode and auditory-visual mode; 11 participants in each group were analyzed. In both groups, the development of auditory perception, receptive language, expressive language, speech, and speech intelligibility was assessed pre- and post-intervention by means of instruments which were validated and standardized in the Persian population.
No significant differences were found between the two groups. The children with cochlear implants who had been instructed using either the auditory-only or auditory-visual modes acquired auditory, receptive language, expressive language, and speech skills at the same rate.
Overall, spoken language significantly developed in both the unisensory group and the bisensory group. Thus, both the auditory-only mode and the auditory-visual mode were effective. Therefore, it is not essential to limit access to the visual modality and to rely solely on the auditory modality when instructing hearing, language, and speech in children with cochlear implants who are exposed to spoken language both at home and at school when communicating with their parents and educators prior to and after implantation. The trial has been registered at IRCT.ir, number IRCT201109267637N1.
自人工耳蜗植入技术问世以来，研究人员一直在关注儿童植入前后的沟通及教育成就。因此，本研究旨在比较两组通过纯听觉（单感官）或听觉-视觉（双感官）模式接受教育的语前聋儿童在单侧人工耳蜗植入后的听觉、言语和语言发展得分。
采用单因素实验设计的随机对照试验。
本研究在伊朗设拉子名为索罗什的听力受损儿童及其家庭指导与康复私人中心进行。我们评估了30名波斯语聋儿的入选资格，22名儿童符合进入研究的条件。他们年龄在27至66个月之间，人工耳蜗植入年龄在15至63个月之间。22名儿童的样本被随机分为两组：纯听觉模式和听觉-视觉模式；每组11名参与者进行分析。两组均在干预前后通过在波斯语人群中经过验证和标准化的工具评估听觉感知、接受性语言、表达性语言、言语及言语清晰度的发展情况。
两组之间未发现显著差异。使用纯听觉或听觉-视觉模式接受指导的人工耳蜗植入儿童以相同的速度获得听觉、接受性语言、表达性语言和言语技能。
总体而言，单感官组和双感官组的口语能力均有显著发展。因此，纯听觉模式和听觉-视觉模式均有效。所以，在对植入人工耳蜗且在家中和学校与父母及教育工作者交流时接触口语的儿童进行听力、语言和言语指导时，不必限制其使用视觉方式，也不必仅依赖听觉方式。该试验已在IRCT.ir注册，注册号为IRCT201109267637N1。
