Monshizadeh Leila, Vameghi Roshanak, Rahimi Mehdi, Sajedi Firoozeh, Yadegari Fariba, Hashemi Seyed Basir
Research Center for Psychiatry and Behavior Science, Shiraz University of Medical Sciences, Shraz, Iran; Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Int J Pediatr Otorhinolaryngol. 2019 Nov;126:109631. doi: 10.1016/j.ijporl.2019.109631. Epub 2019 Aug 14.
Although various studies have depicted the importance of language intervention programs in facilitating language acquisition in cochlear implanted children, to this date rarely has a specific language intervention approach been recommended as better than the other and no best practice has been introduced in terms of language acquisition outcomes. Thus, the therapists remain uncertain as to which approach to follow and how to apply evidence to practice. Hence, the main goal of this study was to take a step in this regard by comparing the communication development of pediatric cochlear implant users who enrolled in two different language intervention approaches: the routine auditory-verbal approach, and the routine auditory-verbal approach plus a new intervention protocol specifically designed to enhance receptive vocabulary development in cochlear implanted children.
This prospective experimental study compared the receptive and expressive communication developmental scores of 26 cochlear implanted 20-24 months old children who received both a routine auditory-verbal intervention and a new cognitive based intervention protocol specifically designed to enhance receptive vocabulary development, with that of a group of 25 participants whose intervention program was only auditory-verbal. The children were recruited from Fars cochlear implant center situated in the city of Shiraz in Iran, and were assigned randomly to the two groups. The communication development of both groups was evaluated by the Bayley scales of Infant and Toddler Development- Third Edition, and statistical analysis was performed using the Statistical Package for Social Sciences-version 21(SPSS-21).
The two groups were not significantly different in terms of age, sex and parents' educational level. Both the receptive and expressive communication outcomes of the children who received auditory-verbal as well as the new specifically-designed cognitive-based intervention protocol focusing on receptive vocabulary enhancement, were significantly higher than the control group (p < 0.001).
The new specifically-designed cognitive-based language intervention protocol focusing on receptive vocabulary enhancement was significantly more effective in promoting and enhancing the communication development of cochlear implanted children than the routine auditory-verbal intervention.
尽管多项研究描述了语言干预项目在促进人工耳蜗植入儿童语言习得方面的重要性，但迄今为止，很少有特定的语言干预方法被推荐为优于其他方法，并且在语言习得成果方面尚未引入最佳实践。因此，治疗师对于应采用哪种方法以及如何将证据应用于实践仍不确定。因此，本研究的主要目标是在这方面迈出一步，比较参与两种不同语言干预方法的小儿人工耳蜗使用者的沟通发展情况：常规听觉口语方法，以及常规听觉口语方法加上专门设计用于增强人工耳蜗植入儿童接受性词汇发展的新干预方案。
这项前瞻性实验研究比较了26名接受常规听觉口语干预和专门设计用于增强接受性词汇发展的基于认知的新干预方案的20 - 24个月大人工耳蜗植入儿童的接受性和表达性沟通发展得分，与一组25名干预方案仅为听觉口语的参与者的得分。这些儿童从位于伊朗设拉子市的法尔斯人工耳蜗植入中心招募，并随机分配到两组。两组的沟通发展情况通过贝利婴幼儿发展量表第三版进行评估，统计分析使用社会科学统计软件包第21版（SPSS - 21）进行。
两组在年龄、性别和父母教育水平方面无显著差异。接受听觉口语以及专注于增强接受性词汇的新的专门设计的基于认知的干预方案的儿童，其接受性和表达性沟通成果均显著高于对照组（p < 0.001）。
专注于增强接受性词汇的新的专门设计的基于认知的语言干预方案在促进和增强人工耳蜗植入儿童的沟通发展方面比常规听觉口语干预显著更有效。
