Yoshinaga-Itano Christine, Sedey Allison L, Wiggin Mallene, Chung Winnie
Institute of Cognitive Science, University of Colorado Boulder, Boulder, Colorado;
Institute of Cognitive Science, University of Colorado Boulder, Boulder, Colorado.
Pediatrics. 2017 Aug;140(2). doi: 10.1542/peds.2016-2964. Epub 2017 Jul 8.
To date, no studies have examined vocabulary outcomes of children meeting all 3 components of the Early Hearing Detection and Intervention (EHDI) guidelines (hearing screening by 1 month, diagnosis of hearing loss by 3 months, and intervention by 6 months of age). The primary purpose of the current study was to examine the impact of the current EHDI 1-3-6 policy on vocabulary outcomes across a wide geographic area. A secondary goal was to confirm the impact of other demographic variables previously reported to be related to language outcomes.
This was a cross-sectional study of 448 children with bilateral hearing loss between 8 and 39 months of age (mean = 25.3 months, SD = 7.5 months). The children lived in 12 different states and were participating in the National Early Childhood Assessment Project.
The combination of 6 factors in a regression analysis accounted for 41% of the variance in vocabulary outcomes. Vocabulary quotients were significantly higher for children who met the EHDI guidelines, were younger, had no additional disabilities, had mild to moderate hearing loss, had parents who were deaf or hard of hearing, and had mothers with higher levels of education.
Vocabulary learning may be enhanced with system improvements that increase the number of children meeting the current early identification and intervention guidelines. In addition, intervention efforts need to focus on preventing widening delays with chronological age, assisting mothers with lower levels of education, and incorporating adults who are deaf/hard-of-hearing in the intervention process.
迄今为止，尚无研究考察符合早期听力检测与干预（EHDI）指南所有三个组成部分（1个月时进行听力筛查、3个月时诊断听力损失、6个月时进行干预）的儿童的词汇学习成果。本研究的主要目的是考察当前EHDI 1-3-6政策对广泛地理区域内儿童词汇学习成果的影响。次要目标是确认先前报道的与语言学习成果相关的其他人口统计学变量的影响。
这是一项对448名年龄在8至39个月之间（平均 = 25.3个月，标准差 = 7.5个月）的双侧听力损失儿童进行的横断面研究。这些儿童生活在12个不同的州，参与了国家幼儿评估项目。
回归分析中的6个因素组合解释了词汇学习成果中41%的方差。符合EHDI指南、年龄较小、无其他残疾、患有轻度至中度听力损失、父母为聋人或听力障碍者且母亲受教育程度较高的儿童，其词汇商显著更高。
通过系统改进增加符合当前早期识别和干预指南的儿童数量，可能会促进词汇学习。此外，干预工作需要专注于防止随着实际年龄增长而出现的延迟扩大，帮助受教育程度较低的母亲，并让聋人/听力障碍成年人参与干预过程。
