Oryadi-Zanjani Mohammad Majid, Vahab Maryam, Rahimi Zahra, Mayahi Anis
Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran; Rehabilitation Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran; Rehabilitation Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Int J Pediatr Otorhinolaryngol. 2017 Feb;93:167-171. doi: 10.1016/j.ijporl.2016.12.009. Epub 2016 Dec 15.
It is important for clinician such as speech-language pathologists and audiologists to develop more efficient procedures to assess the development of auditory, speech and language skills in children using hearing aid and/or cochlear implant compared to their peers with normal hearing. So, the aim of study was the comparison of the performance of 5-to-7-year-old Persian-language children with and without hearing loss in visual-only, auditory-only, and audiovisual presentation of sentence repetition task.
The research was administered as a cross-sectional study. The sample size was 92 Persian 5-7 year old children including: 60 with normal hearing and 32 with hearing loss. The children with hearing loss were recruited from Soroush rehabilitation center for Persian-language children with hearing loss in Shiraz, Iran, through consecutive sampling method. All the children had unilateral cochlear implant or bilateral hearing aid. The assessment tool was the Sentence Repetition Test. The study included three computer-based experiments including visual-only, auditory-only, and audiovisual. The scores were compared within and among the three groups through statistical tests in α = 0.05.
The score of sentence repetition task between V-only, A-only, and AV presentation was significantly different in the three groups; in other words, the highest to lowest scores belonged respectively to audiovisual, auditory-only, and visual-only format in the children with normal hearing (P < 0.01), cochlear implant (P < 0.01), and hearing aid (P < 0.01). In addition, there was no significant correlationship between the visual-only and audiovisual sentence repetition scores in all the 5-to-7-year-old children (r = 0.179, n = 92, P = 0.088), but audiovisual sentence repetition scores were found to be strongly correlated with auditory-only scores in all the 5-to-7-year-old children (r = 0.943, n = 92, P = 0.000).
According to the study's findings, audiovisual integration occurs in the 5-to-7-year-old Persian children using hearing aid or cochlear implant during sentence repetition similar to their peers with normal hearing. Therefore, it is recommended that audiovisual sentence repetition should be used as a clinical criterion for auditory development in Persian-language children with hearing loss.
对于言语语言病理学家和听力学家等临床医生来说，开发更有效的程序来评估使用助听器和/或人工耳蜗的儿童与听力正常的同龄人相比，其听觉、言语和语言技能的发展情况非常重要。因此，本研究的目的是比较5至7岁有和没有听力损失的波斯语儿童在仅视觉、仅听觉和视听呈现句子重复任务中的表现。
本研究采用横断面研究方法。样本量为92名5至7岁的波斯儿童，包括：60名听力正常儿童和32名听力损失儿童。听力损失儿童通过连续抽样法从伊朗设拉子的索鲁什波斯语听力损失儿童康复中心招募。所有儿童均佩戴单侧人工耳蜗或双侧助听器。评估工具为句子重复测试。该研究包括三个基于计算机的实验，分别为仅视觉、仅听觉和视听实验。通过α = 0.05的统计检验对三组内和三组间的分数进行比较。
三组中，仅视觉、仅听觉和视听呈现的句子重复任务得分存在显著差异；换句话说，听力正常儿童（P < 0.01）、人工耳蜗植入儿童（P < 0.01）和佩戴助听器儿童（P < 0.01）的得分从高到低分别属于视听、仅听觉和仅视觉形式。此外，在所有5至7岁儿童中，仅视觉和视听句子重复得分之间没有显著相关性（r = 0.179，n = 92，P = 0.088），但在所有5至7岁儿童中，视听句子重复得分与仅听觉得分高度相关（r = 0.943，n = 9, P = 0.000）。
根据研究结果，5至7岁使用助听器或人工耳蜗的波斯儿童在句子重复过程中会出现视听整合，这与听力正常的同龄人相似。因此，建议将视听句子重复作为波斯语听力损失儿童听觉发育的临床标准。
