Driscoll Virginia, Gfeller Kate, Tan Xueli, See Rachel L, Cheng Hsin-Yi, Kanemitsu Mikiko
Cochlear Implants Int. 2015 May;16(3):137-46. doi: 10.1179/1754762814Y.0000000103. Epub 2014 Nov 28.
Objective Children with cochlear implants (CIs) participate in musical activities in school and daily lives. Considerable variability exists regarding the amount of music involvement and enjoyment. Using the Music Engagement Questionnaire-Preschool/Elementary (MEQ-P/E), we wanted to determine patterns of musical participation and the impact of familial factors on engagement. Methods Parents of 32 children with CIs (16 preschool and 16 elementary) completed a questionnaire regarding the musical involvement of their child with an implant and a normal-hearing (NH) sibling (if one existed). We compared CI children's involvement to that of their NH siblings as well as across groups of children with and without CIs. Correlations between parent ratings of music importance, demographic factors, and involvement of CI and NH children were conducted within and across groups. Results No significant differences were found between children with CIs and NH siblings, meaning children from the same family showed similar levels of musical involvement. When compared at the same developmental stage, no significant differences were found between preschool children with and without CIs. Parents who rated the importance of music as 'low' or 'middle' had children (NH and CI) who were less involved in music activities. Children whose parents rated music importance as 'high' were involved in monthly to weekly music activities with 81.25% reporting daily music listening. Conclusion Despite a less-than-ideal auditory signal for music, preschool and school-aged CI children enjoy and are involved in musical experiences. Families who enjoy and spend a greater amount of time involved in music tend to have children who also engage more actively in music.
目的 接受人工耳蜗植入（CI）的儿童在学校和日常生活中会参与音乐活动。在音乐参与度和享受程度方面存在很大差异。我们使用《音乐参与问卷 - 学前/小学版》（MEQ - P/E）来确定音乐参与模式以及家庭因素对参与度的影响。方法 32名接受人工耳蜗植入儿童（16名学前儿童和16名小学儿童）的家长完成了一份问卷，内容涉及他们植入人工耳蜗的孩子以及正常听力（NH）的兄弟姐妹（如果有）的音乐参与情况。我们将人工耳蜗植入儿童的参与度与其正常听力的兄弟姐妹进行比较，也对有和没有人工耳蜗植入的儿童群体进行了比较。在组内和组间对家长对音乐重要性的评分、人口统计学因素以及人工耳蜗植入儿童和正常听力儿童的参与度之间的相关性进行了分析。结果 人工耳蜗植入儿童与其正常听力的兄弟姐妹之间未发现显著差异，这意味着来自同一家庭的孩子表现出相似的音乐参与水平。在相同发育阶段进行比较时，有和没有人工耳蜗植入的学前儿童之间未发现显著差异。将音乐重要性评为“低”或“中等”的家长，其孩子（正常听力和人工耳蜗植入）参与音乐活动的程度较低。将音乐重要性评为“高”的家长的孩子每月至每周参与音乐活动，81.25%的孩子报告每天听音乐。结论 尽管对于音乐来说听觉信号并不理想，但学前和学龄期人工耳蜗植入儿童喜欢并参与音乐体验。喜欢且花费更多时间参与音乐的家庭往往有更积极参与音乐活动的孩子。
