Faculty of Health Sciences, Department of Audiology, Ankara Yıldırım Beyazıt University, Ankara, Turkey.
Faculty of Health Sciences, Department of Audiology, Hacettepe University, Ankara, Turkey.
Eur Arch Otorhinolaryngol. 2022 Apr;279(4):1741-1749. doi: 10.1007/s00405-021-06840-3. Epub 2021 May 11.
This study aims to evaluate the relationship between phoneme recognition skills and language development skills in pediatric auditory brainstem implant (ABI) users. It further intends to identify the delays and problems that may occur in the phoneme recognition skills of children with ABI and shed light on rehabilitation programs.
Our study included 20 children using ABI and another 20 using cochlear implants (CI). They were aged between 6 and 8 years 11 months. The participants exhibited homogenous demographic and audiological characteristics. The Turkish version of the Test of Language Development-Primary: Fourth Edition (TOLDP:4) was used to evaluate the language development skills, and the Turkish version of the Phoneme Recognition Test (PRT) was applied to assess the phoneme recognition skills.
There was a statistically significant difference (p < 0.05) in the PRT values as well as in the language development skills between the children with ABI and those with CI. It was observed that the values of the children with CI were significantly higher than those of children with ABI.
Although children with ABI were not able to match the skills of their peers with CI, their language development and communication skills improved. It is believed that this study will contribute to the literature by demonstrating that the use of ABI improves phoneme recognition skills in children who are not eligible for CI or who do not adequately benefit from CI.
本研究旨在评估儿童人工听觉脑干植入（ABI）使用者的音位识别技能与语言发展技能之间的关系。此外，本研究还旨在确定 ABI 儿童可能在音位识别技能方面出现的延迟和问题，并为康复计划提供参考。
我们的研究纳入了 20 名使用 ABI 的儿童和 20 名使用人工耳蜗植入（CI）的儿童。他们的年龄在 6 岁至 8 岁 11 个月之间。参与者具有同质的人口统计学和听力学特征。使用土耳其语版语言发展测试-第四版（TOLDP：4）评估语言发展技能，使用土耳其语版音位识别测试（PRT）评估音位识别技能。
在 PRT 值以及语言发展技能方面，ABI 组和 CI 组的儿童之间存在统计学差异（p<0.05）。观察到 CI 组儿童的数值明显高于 ABI 组儿童。
尽管 ABI 组儿童的技能无法与 CI 组儿童相匹配，但他们的语言发展和沟通技能有所提高。我们相信，本研究通过证明 ABI 的使用可以改善不适合接受 CI 或从 CI 中获益不足的儿童的音位识别技能，为文献做出了贡献。
