Analysis Of Follow-up Evaluation And Influencing Factors Of Language Ability In Children Aged 3-6 With Cochlear Implantation

With the popularization of cochlear implants technology and the development of rehabilitation institutions,a growing number of hearing-impaired children have reconstructed their hearing by means of cochlear implantation,and they have entered normal kindergartens or schools to receive general education and integrated into the mainstream society after professional rehabilitation.It is the key period and golden period of language development for children aged 3-6.The language development of hearing-impaired children has its own particularity and differences among different hearing-impaired children.In order to explore the language development regularities of hearing-impaired children and better manage and rehabilitate the language function of deaf children,based on the professional follow-up assessments of the language development of 3-6 years old hearing-impaired children,this paper analyzes the main factors affecting language development through detailed data analysis,and provides reference for preoperative screening and postoperative rehabilitation for hearing-impaired children.Objects of this study were all from the rehabilitation institutions for poor and handicapped children in Hebei Province.In 2012,there were 92 cases of cochlear implantation in children aged 3-6 and we selected 88 cases(48 males and 40 females)with data completed to be the objects of this study.Operative children aged from 3 to 5 and 11 months,with an average age of 4.23 + 0.88 years.According to the research needs,objects were divided into groups according to the age of implantation,way and time of preoperative rehabilitation,preoperative mental development and learning ability,and postoperative rehabilitation time.Each object underwent preoperative screening assessment and 7(at the end of first month of starting up and continuously 6 end of each term)follow-up assessments.Statistical process and analysis were performed on each assessment data by using SPSS19.0.One-way ANOVA was used for comparison between groups.The basic analysis of the sample was indicated by frequency analysis of descriptive statistics.The speech intelligibility rate and the average integrated language age were indicated by X+s,at the same point of time,different groups were analyzed by one-way analysis of variance,and the speech intelligibilityand the average integrated language age at different time points were analyzed by bivariate correlation.1.Through the second assessment of the hearing-impaired children(start from the end of the first term),the average integrated language age and speech intelligibility rate showed a significant upward trend,and the average integrated language age and speech intelligibility rate was significantly correlated at each assessment.2.The average integrated language age and speech intelligibility rate of two consecutive assessments were compared with paired sample T,and there were significant differences between the two pairwise comparison after the second assessment(all P<0.05).3.Hearing-impaired children with different rehabilitation methods before operation,the average integrated language age was significantly different in each assessment,and the differences in speech intelligibility rate were not obvious.There was no significant difference in the average integrated language age and speech intelligibility rate between the hearing-impaired children with different preoperative rehabilitation time.4.There were no significant differences between the average integrated language age and the speech intelligibility rating group in the hearing-impaired children with different Griffith intelligence level and the HNTLA(Hiskey—NPhraska Test of Learning Aptitude)learning ability.Based on this analysis:Language ability of hearing-impaired children with severe and extreme sensorineural deafness has been improved significantly in the short term after systematic and professional rehabilitation training in designated rehabilitation institutions and keep going up three years after the operation.Early detection and intervention are essential for developing the language ability of hearing-impaired children.Young hearing-impaired children can achieve rapid development of language ability in a short period of time,and early screening for cochlear implantation allows hearing-impaired children to develop language skills as early as possible.Hearing-impaired children with better mental development and learning ability have higher average integrated language age and speech intelligibility rate in each assessment.It is recommended to give priority to hearing-impaired children with better mental development and learning ability when screening.Parents should learn the necessaryknowledge of rehabilitation,which is conducive to the postoperative follow-up of family rehabilitation training.Family rehabilitation training and institutional rehabilitation training work closely together to achieve better rehabilitation and promote the development of language skills of hearing-impaired children.