Spencer Linda J, Marschark Marc, Machmer Elizabeth, Durkin Andreana, Borgna Georgianna, Convertino Carol
MS-SLP Program, Rocky Mountain University of Health Professions, 122 East 1700 South, Provo, UT 84606-7379, United States.
Center for Education and Research Partnerships, National Technical Institute for the Deaf, Rochester, NY, United States; School of Psychology, University of Aberdeen, United Kingdom.
J Commun Disord. 2018 Sep-Oct;75:13-24. doi: 10.1016/j.jcomdis.2018.06.002. Epub 2018 Jun 18.
Objectively measured speech reception, speech production and expressive and receptive sign skills were compared with the self-assessment ratings of those skills in 96 college students with hearing loss. Participants with no aidable hearing used cochlear implants (CIs) or nothing. Participants with aidable hearing used either hearing aids (HAs) or nothing. Results revealed that individuals using CIs had speech reception and production skills that were as good as or better than students with more hearing who used HAs. Students using CIs or HAs had better speech reception and production skills than those without sensory aids. There was no difference in measured receptive sign skills across groups, despite differences in age of sign acquisition. Students typically provided accurate self-assessments of their communication skills with two notable exceptions: CI users overestimated their speech skills and nonusers overestimated their receptive sign skills. This study extends our knowledge regarding speech reception, production, sign skills and the ability to self-assess those skills in college students with hearing loss. Students who do not use sensory aids may be at academic risk with regard to receiving input via speech or sign.
对96名听力损失大学生的客观测量的言语接受、言语产生以及表达性和接受性手语技能，与他们对这些技能的自我评估等级进行了比较。无助听性听力的参与者使用人工耳蜗（CI）或不使用任何设备。有助听性听力的参与者使用助听器（HA）或不使用任何设备。结果显示，使用人工耳蜗的个体的言语接受和产生技能与使用助听器的听力较好的学生相当或更好。使用人工耳蜗或助听器的学生比没有感官辅助设备的学生有更好的言语接受和产生技能。尽管手语习得年龄存在差异，但各群体间测量的接受性手语技能没有差异。学生通常能对自己的沟通技能进行准确的自我评估，但有两个明显例外：人工耳蜗使用者高估了自己的言语技能，未使用者高估了自己的接受性手语技能。这项研究扩展了我们对听力损失大学生的言语接受、产生、手语技能以及自我评估这些技能的能力的认识。不使用感官辅助设备的学生在通过言语或手语接收信息方面可能面临学业风险。
