Cupples Linda, Ching Teresa Y C, Crowe Kathryn, Seeto Mark, Leigh Greg, Street Laura, Day Julia, Marnane Vivienne, Thomson Jessica
Centre for Cognition and its Disorders, Australian Hearing Hub, 16 University Avenue, Macquarie University, Sydney NSW 2109, Australia.
J Deaf Stud Deaf Educ. 2014 Jan;19(1):20-39. doi: 10.1093/deafed/ent039. Epub 2013 Oct 21.
This research investigated the speech, language, and functional auditory outcomes of 119 3-year-old children with hearing loss and additional disabilities. Outcomes were evaluated using direct assessment and caregiver report. Multiple regressions revealed that type of additional disability and level of maternal education were significant predictors of language outcomes. Poorer outcomes were achieved in a combined group of children with autism, cerebral palsy, and/or developmental delay (DD) (Group A), compared with children with vision or speech output impairments, syndromes not entailing DD, or medical disorders (Group B). Better outcomes were associated with higher levels of maternal education. The association between better language outcomes and earlier cochlear implant switch-on approached significance. Further regression analyses were conducted separately for children with different types of additional disabilities. Level of maternal education was the only significant predictor of outcomes for Group A children, whereas degree of hearing loss was the strongest predictor for children in Group B. The findings highlight the variable impact that different types of additional disabilities can have on language development in children with hearing loss.
本研究调查了119名3岁听力损失及合并其他残疾儿童的言语、语言和功能性听觉结果。通过直接评估和照顾者报告对结果进行评估。多元回归分析显示，合并的其他残疾类型和母亲教育水平是语言结果的显著预测因素。与患有视力或言语输出障碍、无发育迟缓的综合征或内科疾病的儿童（B组）相比，患有自闭症、脑瘫和/或发育迟缓（DD）的儿童组合（A组）的结果较差。更好的结果与母亲较高的教育水平相关。更好的语言结果与更早开启人工耳蜗之间的关联接近显著。针对不同类型合并其他残疾的儿童分别进行了进一步的回归分析。母亲教育水平是A组儿童结果的唯一显著预测因素，而听力损失程度是B组儿童最强的预测因素。研究结果突出了不同类型的合并其他残疾对听力损失儿童语言发育可能产生的不同影响。
