Yang Ying, Wang Liyan, Sun Xibin, Wang Yongming, Bao Yongqing, Xu Shenglin, Lin Haiying, Song Lei, Zhong Di, Wang Jian, Zhang Kuibao, Liu Yang, Zhang Yuanyuan
Department of Otolaryngology Head and Neck Surgery, The Second Affiliated Hospital of Nanchang University, Nanchang 330006, China.
Key Laboratory of Speech and Hearing Sciences, Ministry of Education, East China Normal University, Shanghai 200062, China; Email:
Zhonghua Er Bi Yan Hou Tou Jing Wai Ke Za Zhi. 2015 Oct;50(10):799-804.
To explore the effect of chronological age and acoustic device in cognitive development of congenital hearing-impaired infants and toddlers, and analyze the correlation of abilities in cognitive development with other factors.
Depending on chronological age (1 year old group and 2 years old group) and acoustic device (hearing aids and cochlear implantation), locomotor, personal-social, hearing and speech, hand and eye co-ordination, performance tests in Griffith Cognitive Development Scale were used to assess the cognitive development of 80 hearing-impaired infants and toddlers aged 0-2 years, including before intervention (0 month), after intervention (6, 12 months). Datas were analyzed by Repeated Measurements and Pearson Correlation Test.
During 1 year hearing intervention and rehabilitation, hearing and speech, performance and cognitive were extremely significant difference for each phase of early intervention (P < 0.01), the development of locomotor, personal-social, hand and eye co-ordination were no significant difference (P > 0.05). Personal-Social in 1 year old group with hearing impairment was much higher than 2 years old group P < 0.05). Hearing and speech in cochlear implanted group with hearing loss was much higher than hearing aids group. Cognitive development was positive correlation with various region development P < 0.01), and was negatively correlated with chronological age (P > 0.05).
Cognitive development is proportional to recovery time. The chronological age of early intervention obviously affect deaf children's cognitive development. The ability of hearing and speech in cochlear implanted children is superior to children with hearing aids in severe and profound hearing impaired children.
探讨月龄及助听设备对先天性听力障碍婴幼儿认知发育的影响，并分析认知发育能力与其他因素的相关性。
根据月龄（1岁组和2岁组）及助听设备（助听器和人工耳蜗植入），采用格塞尔认知发展量表中的大运动、个人-社会、听力与言语、手眼协调等项目，对80例0-2岁听力障碍婴幼儿进行认知发育评估，评估时间包括干预前（0个月）、干预后（6、12个月）。数据采用重复测量和Pearson相关检验进行分析。
在1年的听力干预及康复过程中，早期干预各阶段的听力与言语、操作及认知能力差异极显著（P<0.01），大运动、个人-社会、手眼协调能力的发育差异无统计学意义（P>0.05）。1岁听力障碍组的个人-社会能力高于2岁组（P<0.05）。人工耳蜗植入组的听力与言语能力高于助听器组。认知发育与各领域发育呈正相关（P<0.01），与月龄呈负相关（P>0.05）。
认知发育与恢复时间成正比。早期干预的月龄明显影响聋儿的认知发育。在重度及极重度听力障碍儿童中，人工耳蜗植入儿童的听力与言语能力优于佩戴助听器的儿童。
