Kelly D P, Kelly B J, Jones M L, Moulton N J, Verhulst S J, Bell S A
Department of Pediatrics, Southern Illinois University, Springfield 62794-9230.
Am J Dis Child. 1993 Jul;147(7):737-41. doi: 10.1001/archpedi.1993.02160310039014.
To determine the prevalence of reported attention deficits in a sample of children who are deaf or hard of hearing and to examine associated variables.
Cross-sectional survey.
Residential school for the deaf.
All students attending the school (n = 238; median age, 16.0 years; range, 4 to 21 years). Subjects were subgrouped by cause of deafness for further analyses.
None.
MEASUREMENTS/MAIN RESULTS: School personnel completed questionnaires that are commonly used in the assessment of attention problems. Teachers completed the Attention Deficit Disorder With Hyperactivity (ADD-H) Comprehensive Teacher Rating Scale (ACTeRS) and an abbreviated version of the Attention-Activity section of the ANSER (Aggregate Neurobehavioral Student Health and Education Review) System Questionnaires. Dormitory supervisors rated students on the Conners' Parent Rating Scale and the ANSER System Questionnaires. The mean factor scores for the total sample of deaf and hard-of-hearing students on the Attention and Hyperactivity scales of the ACTeRS and Conners' questionnaires did not differ from the normative data. The 64 students with hereditary deafness received significantly better ratings than the 75 with an acquired cause of deafness such as bacterial meningitis or congenital rubella. Raw scores on the ACTeRS were converted to percentile equivalents based on the normative sample. On the Attention Scale, 38.7% of those with acquired deafness were rated below the 20th percentile (indicative of problems); only 14.1% of the students with hereditary deafness were in this range (P = .002).
Ratings of attention for students with hearing loss, attending a residential school, did not differ from the normative data. However, the subgroup of children with acquired sensorineural deafness appear to be at increased risk for attention problems.
确定在失聪或听力障碍儿童样本中报告的注意力缺陷患病率，并检查相关变量。
横断面调查。
聋人寄宿学校。
该校所有学生（n = 238；中位年龄16.0岁；范围4至21岁）。根据耳聋原因将受试者分组以进行进一步分析。
无。
测量指标/主要结果：学校工作人员完成了常用于评估注意力问题的问卷。教师完成了《注意力缺陷多动障碍（ADD-H）综合教师评定量表》（ACTeRS）以及《聚合神经行为学生健康与教育评估》（ANSER）系统问卷中注意力-活动部分的简化版问卷。宿舍管理员根据《康纳斯父母评定量表》和ANSER系统问卷对学生进行评分。在ACTeRS和康纳斯问卷中，失聪和听力障碍学生总样本在注意力和多动量表上的平均因子得分与常模数据无差异。64名遗传性耳聋学生的评分显著高于75名因细菌性脑膜炎或先天性风疹等后天性原因导致耳聋的学生。根据常模样本，将ACTeRS上的原始分数转换为百分位等效值。在注意力量表上，38.7%的后天性耳聋学生评分低于第20百分位（表明存在问题）；遗传性耳聋学生中只有14.1%在此范围内（P = .002）。
在寄宿学校就读且有听力损失的学生的注意力评分与常模数据无差异。然而，后天性感音神经性耳聋儿童亚组出现注意力问题的风险似乎更高。
