Lee Sue Ann S, Hall Brittany, Sancibrian Sherry
TEXAS TECH UNIVERSITY HEALTH SCIENCES CENTER, LUBBOCK TEXAS, USA.
Int J Telerehabil. 2017 Jun 29;9(1):23-38. doi: 10.5195/ijt.2017.6216. eCollection 2017 Spring.
The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention. Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or an in-person service delivery model. Within each of the two groups, five children were enrolled in preschool or kindergarten and five children were enrolled in first or second grade. The two groups of children demonstrated similar phonological awareness, non-verbal IQ, and vocabulary skills during pre-tests. After a 12-week intervention children with hearing loss showed improved phonological awareness skills as measured by a standardized post-test. No significant differences were found between the performance of the telepractice group and in-person group. Nor was a significant interaction found between the two age groups (PreK/K vs. 1st /2nd grade) and the two types of service delivery models (in-person vs. telepractice). The results suggest that a telepractice service delivery model is feasible for young children with hearing loss, and that telepractice may be as effective as in-person intervention in improving phonological awareness skills.
本研究的目的是检验远程干预相较于传统面对面干预改善听力损失儿童语音意识技能的可行性。二十名听力损失儿童参与了本研究。两组，每组十名儿童，分别通过远程干预或面对面服务模式接受补充性语音意识干预。在两组中，五名儿童就读于学前班或幼儿园，五名儿童就读于一年级或二年级。两组儿童在预测试中表现出相似的语音意识、非言语智商和词汇技能。经过12周的干预，听力损失儿童通过标准化后测显示语音意识技能有所提高。远程干预组和面对面组的表现之间未发现显著差异。两个年龄组（学前班/幼儿园组与一年级/二年级组）和两种服务模式（面对面与远程干预）之间也未发现显著交互作用。结果表明，远程服务模式对听力损失幼儿是可行的，并且远程干预在提高语音意识技能方面可能与面对面干预同样有效。
