聽障嬰幼兒語言輔導之研究 作者:黃德業(國立臺灣師範大學衛生教育學系)

摘要：

本研究報告是以三年分三期進行聽障嬰幼兒語言發展之輔導研究的結果，其重點為探討聽障嬰幼兒的早期輔導在促進語言發展方面的有效性，採取輔導母親成為小孩主要的語言訓練者的方式，在家庭生活中讓小孩自然獲得語言。三年的實驗研究發現(1)輔導後行為發展的進步顯著(P>0.01)。(2)輔導後，個案的語言發展速度比未接受輔導的同年齡聽障嬰幼兒快。(3)輔導後，若以聽解與口頭表達為主評量個案的語言發展速度，較難達到聽力正常嬰幼兒的發展速度，若包括身體語言的溝通法評量，則從輔導三個月起，理解與表達兩項都超過聽力正常嬰幼兒的平均發展速度。(4)輔導後，年齡較小的一組語言發展速度比年齡較大的一組稍快。(5)無論個案的聽障輕和重，輔導後語言發展的速度顯著快，聽障較輕和較重兩組比較則較輕的一組稍快但兩組之間沒有顯著差異。(6)戴助聽器後，對人生反應較好的一組比差的一組，輔導後語言的表達進步顯著快。語言理解能力的進步也快一點。(7)養育者的溝通能力較好的一組比差的一組，輔導後語言的發展速度快一點。(8)母子的互動時間較多的一組比少的一組，輔導後語言的發展速度快一點。

《詳全文》

A Study of the Guidance Program for the Speech Development of Hearing Impaired Infants Author: Teh-yeh Hwang

Abstract：

This is a three-year experimental research report. The main purpose of the study was to evaluate the effectiveness of early home intervention in developing listening skills and speech in hearing irnparied infants. In the end of the three years' study, 47 cases had more than 6 months' treatment, 42 cases had 12 months' treatment, 32 cases had 18 months' treatment, 26 cases had 24 months' treatment, 17 cases had 30 months' treatment, and 8 cases had 36 months' treatment. After treatment, (1) it was found that the hearing impaired children had significantly high scores in the following five developmental areas: gross motor, fine motor, situation comprehen-sion, self help, and personal-social. The pre-scores of expressive language and com-prehension conceptual ability of hearing impaired children were much lower than those of hearing children, but after treatment the development scores in these areas were also significantly high. (2) Children who had treatment had higher receptive and expressive language scores than children of same age levels who had not had treat-ment. (3) When auditory and verbal skills were included in assessment, the language development scores of hearing.impaired children, after treatment, were lower than those of hearing children, but when auditory and verbal items were eliminated, as far as possible, the scores exceeded the normative rate of development. (4) Children who had early treatment had higher receptive and expressive language scores than children without early treatment. (5) After treatment, children who had less hearing losses had higher receptive and expressive language scores; the difference was not significant. (6) After treatment children who had better response to voice also had higher receptive and expressive language scores. (7) Before and after treatment, children whose parents had better communication abilities had slightly better lan-guage skills than children whose parents had lesser communication abilities. (8) After treatment, children whose parents had more interaction time with their children had better language skills than children whose parents had less interaction time.