个性化训练对人工耳蜗植入儿童听觉言语功能的促进

周子濡; 李琦; 尚婉媛

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个性化训练对人工耳蜗植入儿童听觉言语功能的促进

康复教育 | 更新时间：2026-10-28

- 个性化训练对人工耳蜗植入儿童听觉言语功能的促进
- The Effect of Personalized Training on Promoting Auditory and Language Function in Children with Cochlear Implantation
- 中国听力语言康复科学杂志 2022年20卷第6期页码：461-464
- 作者机构：
  
  南京医科大学附属儿童医院耳鼻喉科,南京,210008
- 作者简介：
- 基金信息：
- DOI：
  中图分类号： R764.9;R493
- 纸质出版：2022
- 稿件说明：
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周子濡, 李琦, 尚婉媛. 个性化训练对人工耳蜗植入儿童听觉言语功能的促进[J]. 中国听力语言康复科学杂志, 2022,20(6):461-464.

周子濡, 李琦, 尚婉媛. The Effect of Personalized Training on Promoting Auditory and Language Function in Children with Cochlear Implantation[J]. 2022, 20(6): 461-464.
周子濡, 李琦, 尚婉媛. 个性化训练对人工耳蜗植入儿童听觉言语功能的促进[J]. 中国听力语言康复科学杂志, 2022,20(6):461-464. DOI：

周子濡, 李琦, 尚婉媛. The Effect of Personalized Training on Promoting Auditory and Language Function in Children with Cochlear Implantation[J]. 2022, 20(6): 461-464. DOI：

摘要

目的探讨实施个性化训练对人工耳蜗植入儿童听觉言语功能恢复的作用。方法将2020年1月～2021年12月在本院行听觉言语康复训练的76例人工耳蜗植入儿童纳入研究，以随机数字表法分为干预组与对照组各38例，对照组实施常规听觉言语康复训练，干预组实施个性化训练，训练6个月后评估两组训练依从性、听觉能力、听觉反应能力（CAP）及言语可懂度（SIR）。结果训练6个月后干预组训练依从率（94.74%）显著高于对照组（73.68%）(P<0.05)；训练前两组听觉能力各方面评分、CAP分级、SIR无显著差异（P>0.05）；训练6个月后，两组听觉能力评分高于训练前，干预组评分显著高于对照组（P<0.05）；两组训练3个月、6个月后CAP、SIR分级较训练前均显著上升（P<0.05），干预组训练3个月、6个月后CAP、SIR分级均显著高于对照组（P<0.05）。结论针对人工耳蜗植入儿童实施个性化训练可提高患儿训练依从性，提升患儿听觉能力、听觉反应能力和言语可懂度。

Abstract

Objective To explore the effect of individualized training on the recovery of auditory language function in children with cochlear implants. Methods 76 children with cochlear implants who received auditory speech rehabilitation training in our hospital from January 2020 to December 2021 were included in the study. They were randomly divided into intervention group and control group with 38 cases each. The control group received routine auditory speech rehabilitation training

and the intervention group received personalized training. After six months of training

the different in the training compliance

auditory ability

auditory response ability（CAP） and language intelligibility（SIR） between the two groups were evaluated. Results After 6 months of training

the compliance rate of the intervention group（94.74%） was higher than that of the control group（73.68%）（P<0.05）. Before training

there was no significant difference between the two groups in terms of auditory ability scores

CAP ratings and SIR ratings（P>0.05）. After 6 months of training

the scores of hearing ability in all aspects were higher than those before training

and those in the intervention group were significantly higher than those in the control group（P<0.05）. CAP grading score and SIR grading score of the two groups after 3 months and 6 months of training showed a gradual upward trend compared with that before training（P<0.05）. CAP grading and SIR grading scores of the intervention group after 3 months and 6months of training were significantly higher than those of the control group（P<0.05）. Conclusion The individualized training for children with cochlear implantation can improve their training compliance

auditory ability

auditory response ability and language intelligibility.

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