Fahim Dalia Fahim Mohammed, Sayed Sara Ibrahim, Abdelrazic Marwa Ibrahem, Abuelela Ibtehal Saad
Audiovestibular Medicine, ENT Department, Minia University, El-Minia, Egypt.
Department of Public Health and Preventive Medicine, Faculty of Medicine, Minia University, El- Minia, Egypt.
BMC Pediatr. 2025 May 9;25(1):369. doi: 10.1186/s12887-025-05696-4.
Hearing impairment (HI) is a prevalent problem. The majority of cases have HI during the neonatal period, while the still cases have incidence up to adolescents. Hearing amplification is a promising modality to restore hearing with promising effects on speech and communication. The objective of this study is to assess the effect of being a child with HI on emotions and behaviors despite using a hearing amplification device early in life.
The study is a cross-sectional descriptive study including 127 children aged from 4 to 17 years diagnosed with hearing loss; 71 were with hearing aids and 56 with cochlear implants recruited from the audio-vestibular unit, ENT department and referred to the child psychiatry clinic, department of pediatrics, Minia university, Egypt. The questionnaire used in this study is the parent-rated strength difficulty questionnaire (SDQ), which consists of 5 main components, namely "emotional problems," "conduct problems," "hyperactivity/Inattention problem," "peer relationship problems," and "prosocial behavior".
On stratifying the patients according to the degree of sensorineural hearing loss, 66.6% of children with lesser degrees of hearing loss showed significant conduct behaviors. While on stratifying the patients according to the age groups; 86% of primary school children experienced significant peer relationship problems (p = 0.03), while 66.6% of children in the late childhood period had significant emotional disturbances (p = 0.023). On regrouping of the patients according to the type of amplification (hearing aids vs. cochlear implants) and side of amplification (right, left, or bilateral), no significant differences in emotional and behavioral disturbances were observed in any group.
Despite receiving early amplification, children with hearing loss still develop emotional and behavioral problems, with children who had a milder degree of hearing loss developing significant conduct behaviors. Additionally, those children developed significant peer relationship problems at school entry age, problems that older children can overcome, but with significant internalizing symptoms and emotional disturbances. These problems need more community orientation and psychological support to the child and their family, particularly during the transition to school. Furthermore, early screening and intervention for emotional disturbances in adolescents are essential to ensure timely management and support.
Not applicable.
听力障碍（HI）是一个普遍存在的问题。大多数病例在新生儿期就出现听力障碍，而仍有部分病例的发病率会持续到青少年期。听力放大是一种有望恢复听力的方式，对言语和交流有显著效果。本研究的目的是评估尽管在生命早期使用了听力放大设备，但患有听力障碍的儿童在情绪和行为方面所受到的影响。
本研究为横断面描述性研究，纳入了127名年龄在4至17岁之间被诊断为听力损失的儿童；其中71名佩戴助听器，56名植入人工耳蜗，这些儿童均来自埃及米尼亚大学儿科系儿童精神科门诊，由该校耳鼻喉科听觉前庭科招募而来。本研究使用的问卷是家长评定的长处与困难问卷（SDQ），该问卷由5个主要部分组成，即“情绪问题”“品行问题”“多动/注意力不集中问题”“同伴关系问题”和“亲社会行为”。
根据感音神经性听力损失程度对患者进行分层时，听力损失程度较轻的儿童中有66.6%表现出显著的品行行为。而根据年龄组对患者进行分层时，86%的小学生经历了显著的同伴关系问题（p = 0.03），而66.6%的童年晚期儿童有显著的情绪障碍（p = 0.023）。根据放大类型（助听器与人工耳蜗）和放大侧（右、左或双侧）对患者重新分组后发现，任何组在情绪和行为障碍方面均未观察到显著差异。
尽管接受了早期听力放大治疗，但听力损失儿童仍会出现情绪和行为问题，听力损失程度较轻的儿童会出现显著的品行行为。此外，这些儿童在入学年龄会出现显著的同伴关系问题，而年龄较大的儿童能够克服这些问题，但会出现明显的内化症状和情绪障碍。这些问题需要更多的社区导向以及对儿童及其家庭的心理支持，尤其是在过渡到学校期间。此外，对青少年情绪障碍进行早期筛查和干预对于确保及时管理和支持至关重要。
不适用。
