Mehrdadfar Marzieh, Ghasemzadeh Sogand, Ghobari-Bonab Bagher, Hasanzadeh Saeid, Vakili Samira
Department of Psychology and Education of Exceptional Children, Faculty of Literature, Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
Int J Pediatr Otorhinolaryngol. 2023 Apr;167:111490. doi: 10.1016/j.ijporl.2023.111490. Epub 2023 Feb 20.
Children with cochlear implants have limitations in emotional and cognitive social maturity which impact on their future emotional, social, and cognitive development. The main aim of this study was to evaluate the effect of a unified protocol for online transdiagnostic treatment program on social-emotional skills (self-regulation, social competence, responsibility, sympathy) and parent-child interaction (conflict, dependence, closeness) in children with cochlear implant.
The present study was a quasi-experimental design with a pre-test-post-test and follow-up. Mothers of 18 children with cochlear implant aged from 8 to 11 years were randomly divided into experimental and control groups. 10 weeks of semi-weekly sessions for a total of 20 sessions around 90 min for children and 30 min for their parents were selected. Social-emotional assets, resilience scale (SEARS) and children parent relationship scale (CPRS) were selected to evaluate social-emotional skills and parent-child interaction respectively. We used Cronbach alpha, Chi-square test, independent sample t-test, and univariate ANOVA for statistical analyses.
Behavioral tests had relatively high internal reliability. Means scores in self-regulation was statistically different in pre-test and post-test conditions (p-value = 0.005) and pre-test and follow-up conditions (p-value = 0.024). Total means scores were showed a significant difference in pretest and post-test (p-value = 0.007) not in follow-up (p > 0.05). The interventional program could improve the parent-child relationship only in conflict and dependence (p < 0.05), and it was constant with time (p < 0.05).
Our study demonstrated an effect of online transdiagnostic treatment program on social-emotional skills of children with cochlear implants, especially in self-regulation and total score which were stable after three months in self-regulation. Moreover, this program could impact on the parent-child interaction only in conflict and dependence which was stable with time.
人工耳蜗植入儿童在情感和认知社会成熟度方面存在局限性，这会影响他们未来的情感、社会和认知发展。本研究的主要目的是评估在线跨诊断治疗方案统一协议对人工耳蜗植入儿童的社会情感技能（自我调节、社交能力、责任感、同情心）和亲子互动（冲突、依赖、亲密程度）的影响。
本研究采用前后测及随访的准实验设计。将18名年龄在8至11岁的人工耳蜗植入儿童的母亲随机分为实验组和对照组。为儿童安排了为期10周、每两周一次的课程，共20节，每节约90分钟，为家长安排的课程每节30分钟。分别选用社会情感资产、复原力量表（SEARS）和儿童亲子关系量表（CPRS）来评估社会情感技能和亲子互动。我们使用克朗巴哈α系数、卡方检验、独立样本t检验和单因素方差分析进行统计分析。
行为测试具有较高的内部信度。自我调节的平均得分在测试前和测试后（p值 = 0.005）以及测试前和随访时（p值 = 0.024）存在统计学差异。总平均得分在测试前和测试后显示出显著差异（p值 = 0.007），随访时无显著差异（p > 0.05）。干预方案仅在冲突和依赖方面改善了亲子关系（p < 0.05），且随时间保持稳定（p < 0.05）。
我们的研究表明，在线跨诊断治疗方案对人工耳蜗植入儿童的社会情感技能有影响，特别是在自我调节方面，且自我调节得分在三个月后保持稳定。此外，该方案仅在冲突和依赖方面影响亲子互动，且随时间保持稳定。
