学习困难的小学生的听力和听觉处理能力。

Hearing and Auditory Processing Abilities in Primary School Children with Learning Difficulties.

机构信息

Hearing Research Unit for Children, Division of Audiology, School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, QLD 4072, Australia.

出版信息

Ear Hear. 2019 May/Jun;40(3):700-709. doi: 10.1097/AUD.0000000000000652.

DOI:10.1097/AUD.0000000000000652

PMID:30192258

Abstract

OBJECTIVES

This study aimed to investigate hearing and auditory processing ability in primary school children with learning difficulties (LD).

DESIGN

A nonrandomized, cross-sectional single measure research design was used. A total of 486 children, aged 7.7 to 10.8 years and attending years 3 and 4 in six primary schools, were classified as having an LD (n = 67) or being typically developing (TD, n = 419). This classification was based on a Learning Score generated from their school report results and National Assessment Program - Literacy and Numeracy scores. All children attempted a conventional hearing assessment (CHA) involving pure-tone audiometry, tympanometry, acoustic reflexes (AR), and otoacoustic emissions (OAEs). Children returning pure-tone audiometry results within normal limits also attempted an auditory processing assessment (APA) including dichotic digits (DD) and low-pass filtered speech (LPFS) tests.

RESULTS

In children with LD, 21/67 (31.4%) failed the CHA, 20/58 (34.5%) failed the APA, and 32/58 (55.2%) failed the overall hearing assessment (OHA) if they failed either or both CHA and APA. In comparison, in TD children, 55/413 (13.3%) failed the CHA, 52/314 (16.6%) failed the APA, and 86/313 (27.5%) failed the OHA. Proportionally, children with LD were 2.4 times more likely than TD children to fail the CHA, 2.1 times more likely to fail the APA, and 2.0 times more likely to fail the OHA. In children who had completed the OHA, multiple linear regressions showed average AR thresholds, DD scores, and LPFS scores explained 13 to 18% of the variance in the Learning Score.

CONCLUSION

The potential for hearing impairment should be investigated in children with LD. These investigations should begin with CHA, and for children returning normal-hearing thresholds, should continue with measures of AR, DD, and LPFS, to ensure these children receive the appropriate auditory support needed to enhance their learning.

摘要

目的

本研究旨在调查学习困难（LD）小学生的听力和听觉处理能力。

设计

采用非随机、横断面单测研究设计。共有 486 名年龄在 7.7 至 10.8 岁之间、在六所小学就读 3 年级和 4 年级的儿童，根据其学校报告成绩和全国评估计划——读写和算术成绩，被归类为 LD（n=67）或正常发育（TD，n=419）。这种分类是基于从他们的学校报告结果和全国评估计划-读写和算术成绩中生成的学习分数。所有儿童均接受了包括纯音测听、鼓室图、声反射（AR）和耳声发射（OAE）在内的常规听力评估（CHA）。纯音测听结果正常的儿童还尝试了听觉处理评估（APA），包括双侧数字（DD）和低通语音（LPFS）测试。

结果

在 LD 儿童中，21/67（31.4%）未通过 CHA，20/58（34.5%）未通过 APA，32/58（55.2%）未通过整体听力评估（OHA），如果他们未能通过 CHA 和 APA 中的一项或两项。相比之下，在 TD 儿童中，55/413（13.3%）未通过 CHA，52/314（16.6%）未通过 APA，86/313（27.5%）未通过 OHA。比例上，LD 儿童通过 CHA 的可能性是 TD 儿童的 2.4 倍，通过 APA 的可能性是 TD 儿童的 2.1 倍，通过 OHA 的可能性是 TD 儿童的 2.0 倍。在完成 OHA 的儿童中，多元线性回归显示，平均 AR 阈值、DD 分数和 LPFS 分数解释了学习分数 13%至 18%的差异。