• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利:CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法,用中文像聊天一样搜索,搜遍4000万医学文献。AI智能推荐,让科研检索更轻松。

立即免费搜索

文件翻译

保留排版,准确专业,支持PDF/Word/PPT等文件格式,支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述,25分钟生成高质量综述,智能提取关键信息,辅助科研写作。

立即免费体验

人工耳蜗植入儿童在主流中学教育中的听力困难。

Listening Difficulties of Children With Cochlear Implants in Mainstream Secondary Education.

机构信息

Department of Head and Skin, Ghent University, Ghent University Hospital, Gent, Belgium.

Language and Hearing Center Amsterdam, Free University Amsterdam, Amsterdam, The Netherlands.

出版信息

Ear Hear. 2020 Sep/Oct;41(5):1172-1186. doi: 10.1097/AUD.0000000000000835.

DOI:10.1097/AUD.0000000000000835
PMID:32032224
Abstract

OBJECTIVES

Previous research has shown that children with cochlear implants (CIs) encounter more communication difficulties than their normal-hearing (NH) peers in kindergarten and elementary schools. Yet, little is known about the potential listening difficulties that children with CIs may experience during secondary education. The aim of this study was to investigate the listening difficulties of children with a CI in mainstream secondary education and to compare these results to the difficulties of their NH peers and the difficulties observed by their teachers.

DESIGN

The Dutch version of the Listening Inventory for Education Revised (LIFE-R) was administered to 19 children (mean age = 13 years 9 months; SD = 9 months) who received a CI early in life, to their NH classmates (n = 239), and to their teachers (n = 18). All participants were enrolled in mainstream secondary education in Flanders (first to fourth grades). The Listening Inventory for Secondary Education consists of 15 typical listening situations as experienced by students (LIFEstudent) during class activities (LIFEclass) and during social activities at school (LIFEsocial). The teachers completed a separate version of the Listening Inventory for Secondary Education (LIFEteacher) and Screening Instrument for Targeting Educational Risk.

RESULTS

Participants with CIs reported significantly more listening difficulties than their NH peers. A regression model estimated that 75% of the participants with CIs were at risk of experiencing listening difficulties. The chances of experiencing listening difficulties were significantly higher in participants with CIs for 7 out of 15 listening situations. The 3 listening situations that had the highest chance of resulting in listening difficulties were (1) listening during group work, (2) listening to multimedia, and (3) listening in large-sized classrooms. Results of the teacher's questionnaires (LIFEteacher and Screening Instrument for Targeting Educational Risk) did not show a similar significant difference in listening difficulties between participants with a CI and their NH peers. According to teachers, NH participants even obtained significantly lower scores for staying on task and for participation in class than participants with a CI.

CONCLUSIONS

Although children with a CI seemingly fit in well in mainstream schools, they still experience significantly more listening difficulties than their NH peers. Low signal to noise ratios (SNRs), distortions of the speech signal (multimedia, reverberation), distance, lack of visual support, and directivity effects of the microphones were identified as difficulties for children with a CI in the classroom. As teachers may not always notice these listening difficulties, a list of practical recommendations was provided in this study, to raise awareness among teachers and to minimize the difficulties.

摘要

目的

先前的研究表明,植入人工耳蜗的儿童(CI 儿童)在幼儿园和小学比正常听力(NH)儿童遇到更多的沟通困难。然而,对于 CI 儿童在中学教育期间可能经历的潜在听力困难,知之甚少。本研究旨在调查在主流中学教育中使用人工耳蜗的儿童的听力困难,并将这些结果与他们的 NH 同龄人以及他们的老师观察到的困难进行比较。

设计

荷兰语版的听力教育修订版(LIFE-R)被用于 19 名(平均年龄=13 岁 9 个月;SD=9 个月)早年接受人工耳蜗植入的儿童,他们的 NH 同学(n=239)和他们的老师(n=18)。所有参与者都在佛兰德斯的主流中学教育中就读(一至四年级)。听力教育修订版包括学生在课堂活动(LIFEclass)和学校社交活动中经历的 15 种典型听力情况(LIFEsocial)。教师完成了听力教育修订版(LIFEteacher)和目标教育风险筛查工具的单独版本。

结果

CI 儿童报告的听力困难明显多于 NH 同龄人。回归模型估计,75%的 CI 儿童有听力困难的风险。在 15 种听力情况下,CI 儿童有 7 种情况下听力困难的可能性显著更高。导致听力困难的可能性最高的 3 种听力情况是(1)小组工作时的听力,(2)多媒体听力,以及(3)在大教室的听力。教师问卷(LIFEteacher 和目标教育风险筛查工具)的结果并未显示 CI 儿童与 NH 儿童之间存在类似的听力困难显著差异。根据教师的说法,NH 参与者在完成任务和参与课堂方面的得分甚至明显低于 CI 参与者。

结论

尽管 CI 儿童在主流学校中似乎适应良好,但他们的听力困难仍明显多于 NH 同龄人。在课堂上,低信噪比(SNR)、语音信号失真(多媒体、混响)、距离、缺乏视觉支持和麦克风的指向性被确定为 CI 儿童的困难。由于教师可能并不总是注意到这些听力困难,本研究提供了一系列实用建议,以提高教师的认识,并尽量减少这些困难。

相似文献

1
Listening Difficulties of Children With Cochlear Implants in Mainstream Secondary Education.人工耳蜗植入儿童在主流中学教育中的听力困难。
Ear Hear. 2020 Sep/Oct;41(5):1172-1186. doi: 10.1097/AUD.0000000000000835.
2
Translation and validation of the Listen Inventory for Education Revised into Dutch.将《听力教育修订量表》翻译成荷兰语并进行效度验证。
Int J Pediatr Otorhinolaryngol. 2018 Apr;107:62-68. doi: 10.1016/j.ijporl.2018.01.018. Epub 2018 Jan 31.
3
Age-Related Changes in Listening Effort for Children and Teenagers With Normal Hearing and Cochlear Implants.年龄相关的听力努力变化:正常听力和人工耳蜗植入的儿童和青少年。
Ear Hear. 2021 May/Jun;42(3):506-519. doi: 10.1097/AUD.0000000000000953.
4
Using Microphone Technology to Improve Speech Perception in Noise in Children with Cochlear Implants.使用麦克风技术改善人工耳蜗植入儿童在噪声环境中的言语感知能力。
J Am Acad Audiol. 2018 Oct;29(9):814-825. doi: 10.3766/jaaa.17035.
5
Academic achievements and classroom performance in Mandarin-speaking prelingually deafened school children with cochlear implants.使用人工耳蜗的语前聋失聪学龄儿童的学术成就和课堂表现(中文为母语)
Int J Pediatr Otorhinolaryngol. 2013 Sep;77(9):1474-80. doi: 10.1016/j.ijporl.2013.06.012. Epub 2013 Jul 6.
6
Classroom performance of children with cochlear implants in mainstream education.植入人工耳蜗的儿童在主流教育中的课堂表现。
Ann Otol Rhinol Laryngol. 2006 Jul;115(7):542-52. doi: 10.1177/000348940611500709.
7
Audio-visual speech perception in noise: Implanted children and young adults versus normal hearing peers.噪声环境下的视听言语感知:植入人工耳蜗的儿童和年轻人与听力正常的同龄人对比
Int J Pediatr Otorhinolaryngol. 2017 Jan;92:146-150. doi: 10.1016/j.ijporl.2016.11.022. Epub 2016 Nov 25.
8
Functional hearing in the classroom: assistive listening devices for students with hearing impairment in a mainstream school setting.课堂中的功能性听力:主流学校环境中听力障碍学生的助听设备
Int J Audiol. 2016 Dec;55(12):723-729. doi: 10.1080/14992027.2016.1225991. Epub 2016 Sep 9.
9
Measuring listening effort expended by adolescents and young adults with unilateral or bilateral cochlear implants or normal hearing.测量单侧或双侧人工耳蜗植入的青少年及年轻人以及听力正常者所耗费的听力努力。
Cochlear Implants Int. 2013 Jun;14(3):121-9. doi: 10.1179/1754762812Y.0000000009.
10
Self-monitoring of listening abilities in normal-hearing children, normal-hearing adults, and children with cochlear implants.正常听力儿童、正常听力成年人及人工耳蜗植入儿童听力能力的自我监测。
J Am Acad Audiol. 2012 Mar;23(3):206-21. doi: 10.3766/jaaa.23.3.7.

引用本文的文献

1
Adults Implanted as Children: Long-Term Educational, Occupational, and Speech Perception Outcomes.儿童期接受植入的成年人:长期教育、职业及言语感知结果
Audiol Neurootol. 2025 May 28:1-10. doi: 10.1159/000545788.
2
Effects of automatic auditory scene classification on speech perception in noise and real-world functional communication in children using cochlear implants.自动听觉场景分类对使用人工耳蜗的儿童在噪声中的言语感知及现实世界功能性交流的影响。
Cochlear Implants Int. 2024 Nov;25(6):422-433. doi: 10.1080/14670100.2024.2415193. Epub 2024 Oct 16.
3
The impact of the COVID-19 pandemic on rehabilitation services provided for cochlear implant recipients in Saudi Arabia.
COVID-19 大流行对沙特阿拉伯提供给人工耳蜗植入受者的康复服务的影响。
Ann Med. 2023 Dec;55(1):869-880. doi: 10.1080/07853890.2023.2175902.