最新刊期
卷 23 ， 期 5 ， 2025
- 摘要：Based on the relevant literature of domestic scholars on the support strategies for the inclusive education of hearing-impaired children in recent years, this paper summarizes and analyzes the support strategies such as environmental support, equipment and meterial support, auditory and language support, material support, curriculum adjustment support, teaching organization support, teacher support, peer support, and multi-subject cooperation. It delves into the construction of a stratified and categorized support strategy system based on the theoretical model of inclusive education, focuses on the practical predicaments of inclusive education to grasp the relationship between general courses and individualized appropriate support, conducts training on inclusive education support strategies for preschool teachers in accordance with the demands of different inclusive stages, and strengthens cross-team collaboration to establish an inclusive education mechanism that integrates medical care, rehabilitation, and education, as well as coordinates home, school, and community. These efforts aim to provide references for enhancing the professional level of preschool teachers in inclusive education and improving the quality of inclusive education for hearing-impaired children.关键词：Hearing-impaired children;Preschool inclusive education;Support strategy1|0|0更新时间：2026-07-30
Expert Forum
- 摘要：ObjectiveTo explore appropriate support strategies for hearing-impaired children in preschool inclusive education, verify the effectiveness of these strategies, and provide references for inclusive education of hearing-impaired children.MethodsA case intervention study was conducted on 22 preschool hearing-impaired children who received inclusive education in our kindergarten from 2024 to 2025. The intervention period was 2 months. Before and after the implementation of appropriate support strategies, the social development levels of hearing-impaired children in inclusive education were evaluated.ResultsThrough the intervention of individualized appropriate support strategies, the social development level of hearing-impaired children significantly improved (P<0.05).ConclusionThrough a two-month case-based appropriate support strategy intervention, the social development levels of hearing-impaired children in preschool inclusive education, including emotional development, interpersonal relationship building, collective adaptation, and conflict resolution, can be effectively enhanced.关键词：Inclusive education;Social development;Hearing-impaired children;Support strategies213|203|0更新时间：2026-07-30
- 摘要：This paper aims to systematically review the latest research advances, practical methods, and future development directions in the field of intervention and rehabilitation for challenging cases of children with hearing impairment. The review will focus on the core challenges in the rehabilitation of children with hearing impairment, particularly addressing intervention strategies for complex cases such as auditory neuropathy, hearing impairment comorbid with autism/developmental delays/attention deficits/malformations of the articulatory organs, and emotional-behavioral problems. It will also analyze the transformative impact of cutting-edge technologies like gene therapy on traditional rehabilitation models. By integrating the latest domestic and international research findings and typical case studies, this review seeks to provide theoretical guidance and practical references for professionals in the field of hearing-impaired children's rehabilitation.关键词：Children with hearing impairment;Auditory neuropathy spectrum disorder;Autism spectrum disorder;Attention-deficit/hyperactivity disorder231|796|0更新时间：2026-07-30
- 摘要：The pre-school semi-integrated education model for hearing-impaired children refers to an education model in which special children spend part of their time studying with ordinary children and part of their time receiving rehabilitation treatment in special classes or rehabilitation training centers, thus taking into account both the social integration of hearing-impaired children and their physical rehabilitation. The outstanding feature of this model is that it is based on the micro-ecology of the development of hearing-impaired children, so as to shape a friendly environment for the survival and development of hearing-impaired children, which ultimately aims at the comprehensive and healthy development of hearing-impaired children. Specifically, in terms of the subjects involved, the hearing-impaired child is the center, guiding the interconnection of multiple subjects; in terms of the time sequence, the promotion of development is the core, dynamically evaluating the child's development; and in terms of the territory of implementation, the rehabilitation center is the center, radiating and driving the synergy of the home. Therefore, in order to further promote the semiinclusive education model for preschool hearing-impaired children, firstly, regulations should be improved and the law should be used as a guide to strengthen the top-level protection of the semiinclusive education model for hearing-impaired children; secondly, barriers should be broken down and medical and educational integration should be carried out in order to build up a community of home, social and medical collaboration in the teaching and raising of hearing-impaired children; and lastly, concepts should be revolutionized and social co-parenting should be implemented to speed up the promotion of the construction of a child-friendly society for hearing-impaired children in the preschool years.关键词：Hearing-impaired children;Semi-integrated education model;Pre-school education138|165|0更新时间：2026-07-30
- 摘要：With the continuous development of China's hearing and language rehabilitation cause, an increasing number of hearing-impaired children are being integrated into regular schools for education. Will they encounter more challenges in regular schools due to their hearing impairments? What specific challenges do they face? Can they easily cope with them? What kinds of support can we provide? This study employed the Chinese version of the Listening Inventory for Education-Revised (LIFE-R) to conduct questionnaire assessments on the case child. It analyzed the difficulties and problems faced by hearing-impaired children in inclusive education, and proposed multi-perspective intervention suggestions, offering practical references for providing precise support to hearing-impaired children in inclusive education.关键词：Hearing impairment;Inclusive education;Listening difficulties in the classroom161|132|0更新时间：2026-07-30
- 摘要：ObjectivePreschool integration teachers pay attention to the status of integration of special children, and provide timely personalized support, which is conducive to promoting integration.MethodsThis paper studies a hearing impairment and an autistic child in the new semester kindergarten class, and observes and records the adaptation and problems of two children in the early stage of integration.ResultsThe two children can basically adapt to the kindergarten life, but there are some problems in the field of social development, such as kindergarten anxiety, the acquisition and application of social language (hearing impaired children), listening to instructions, understanding and obeying the rules (autistic children) and other weak aspects.ConclusionTeachers should establish a good communication mechanism with parents, provide personalized support according to children's characteristics, give full play to the role of peers.关键词：Kindergarten integration education;Hearing-impaired children;Autistic children;Social adaptation201|139|0更新时间：2026-07-30
- 摘要：ObjectiveTo explore the relationship between challenging work requirements and general preschool teachers' efficacy of inclusive education, and the mediating role of role identity between challenging work requirements and general preschool teachers' efficacy of inclusive education is tested.MethodThis study conducted a questionnaire survey on 312 general preschool teachers with experience of inclusive education were investigated by using the Challenging Work Demands Scale, Teachers' Efficacy of Inclusive Education Scale and Teachers' Role Identity Scale to explore the influence of challenging work demands on ordinary preschool teachers' efficacy of inclusive education and the mediating role of ordinary preschool teachers' role identity of inclusive education.ResultsChallenging work requirements have a significant positive predictive effect on general preschool teachers' efficacy of inclusive education; Teachers' role identity plays a partial mediating role between challenging work requirements and general preschool teachers' efficacy of inclusive education is that challenging work requirements have a direct impact on general preschool teachers' efficacy of inclusive education and at the same time, teachers' role identity will also have an impact on ordinary preschool teachers' efficacy of integrated education.ConclusionChallenging work requirements and teacher role identity affect the level of inclusive education efficacy of ordinary preschool teachers.关键词：Challenging work requirements;Preschool teachers;Inclusive education efficacy;Mediating effect152|351|0更新时间：2026-07-30
Research on Integrated Education for Hearing Impaired Children
- 摘要：ObjectiveTo observe the changes of vitamin D levels in patients with Benign Paroxysmal Positional Vertigo (BPPV) after rehabilitation, and to explore the correlation between the risk of recurrence and vitamin D levels after anterior hall functional recovery in patients with otolithiasis.MethodsRehabilitation treatments were provided to 283 patients diagnosed with otolithiasis in our hospital. The patients were grouped according to the serum vitamin D content before recovery and the recurrence after recovery, and the general clinical data, biochemical indexes and scores of the patients in different groups were collected. BBS to score vertigo, vestibular symptom index, and balance in patients with otolithiasis. Stratified regression analysis was performed to analyze the relationship between different scoring systems and vitamin D levels in patients with otolithiasis. Multivariate logistic regression analysis, restrictive cubic spline model and survival curve were used to analyze the association between vitamin D level and the risk of BPPV recurrence. The E-value method was used to analyze the sensitivity of the factors affecting the recurrence of vestibular function after rehabilitation in patients with otolithiasis.ResultsThere were statistically significant scores in the vitamin D deficiency group, vitamin D deficiency group, and vitamin D adequacy group in VSI score, VSS-SF score and BBS score (P<0.05). VSI score, VSS-SF score and BBS score were negatively correlated with vitamin D level, and with the decrease of vitamin level, VSI score, VSS-SF score and BBS score increased. There were statistically significant levels of serum vitamin D content, hypertension, diabetes mellitus, hyperlipidemia, VSI score, VSS-SF score and BBS score in the recurrence group and the non-recurrence group (P<0.05). With the increase of vitamin D deficiency, the recurrence rate of patients increased, and the recurrence rate of vitamin D deficiency group was significantly higher than that of vitamin D deficiency and vitamin D adequacy group, and hypertension, diabetes mellitus, and hyperlipidemia could also increase the risk of recurrence.ConclusionsThis study has found that the decrease of vitamin D level in patients with BPPV can affect the indicators of vestibular function and increase the risk of recurrence, and hypertension, diabetes mellitus, and hyperlipidemia are also risk factors for recurrence after recovery.关键词：Otolithiasis;Vestibular function;Relapse;Vitamin D187|164|0更新时间：2026-07-30
- 摘要：ObjectiveThe aim of this study was to examine the therapeutic effect of voice training on vocal nodules patients,and to explore a more optimized vocal training program.MethodsSelected 80 vocal nodules patients in our hospital from May 2022 to November 2022,and randomly divided them into Group A of Short-term intensive voice training and Group B of long-term intervals voice training Group A was treated 1 hour a day for 4 consecutive days and Group B was 30 minutes twice a week for 4 weeks.During the follow-up,3 cases of vocal nodulation in Group A and 2 case in Group B fell off.75 patients with complete follow-up data were included for analysis.Compare VHI , VAS ,assessment of hoarseness (GRBAS) and acoustic analysis of voice between the two groups before and after treatmentResultsTwo groups of patients were trained in voice.VAS,VHI, GRBAS scores were lower than those before the treatment(P<0.05).The maximum vocalation time(MPT) was higher before the treatment(P<0.05), while Jitter and Shimmer were lower before the treatment(P<0.05).VAS,VHI-F,VHI-T Grade ,Roughness ,Jitter and Shimmer cores in the Group A were significantly lower than those in the Group B (P<0.05).MPT in Group A was higher compared with this in the Group B(P<0.05).ConclusionVoice training is effective for voice rehabilitation in patients with vocal nodules.Short-term intensive voice training is better than long-term voice training, which makes patients have higher compliance and better curative effect.关键词：Vocal nodules;Voice training;Curative effect evaluation201|151|0更新时间：2026-07-30
- 摘要：ObjectiveTo investigate the impact of age on the susceptibility to sudden sensorineural hearing loss (SSNHL) across different seasons in the middle and lower reaches of the Yangtze River.MethodsBaseline data were collected from patients with SSNHL admitted for inpatient treatment at Jiangsu Province Hospital. The age compositions of patients admitted during different seasons were analyzed in combination with their admission times.ResultsThe age range of admitted patients was 4-94 years, with an average age of approximately 49 years and a median age of 51 years. There were age differences among patients with SSNHL admitted in different seasons, with the autumn season showing the highest average age and the greatest proportion of elderly patients, and the difference was statistically significant. Logistic regression analysis indicated that age might significantly influence the seasonal susceptibility to SSNHL. Compared to summer, older age might be a risk factor for the occurrence of SSNHL in autumn.ConclusionThe climatic characteristics of autumn may contribute to an increased incidence of SSNHL among elderly patients.关键词：Sudden deafness;Season;Elderly;Influence factor63|49|0更新时间：2026-07-30
- 摘要：ObjectiveTo design a portable rapid speech audiometry method and system for efficient assessment of subjects' hearing status.MethodsAdult patients with hearing impairment underwent pure tone audiometry and speech recognition threshold (SRT) tests. The SRT test was manually conducted using a tablet computer and bluetooth speakers. Participants were divided into mild-to-moderate and severe hearing loss groups for statistical analysis.ResultsA statistically significant correlation (P<0.05) was observed between the better-ear hearing threshold and SRT in the mild-to-moderate group, whereas no significant correlation (P>0.05) was found in the severe group.ConclusionSpeech audiometry complements conventional hearing tests and can be integrated into hearing screenings, particularly for older adults with mild-to-moderate hearing loss.关键词：Speech audiometry;Speech recognition threshold;Hearing loss181|139|0更新时间：2026-07-30
Clinical Research
- 摘要：As an innovative tool, virtual reality (VR) technology is progressively emerging as a research focus in audiology. At present, the feasibility of VR technology in hearing rehabilitation has been verified during the experimental phase. This article reviews the latest papers ,which are mainly on the current research of VR technology in audiology and hearing rehabilitation. This paper analyzes the challenges associated with the of VR technology in clinical audiology assessment. The aim is to explore its developmental potential in clinical audiology and to provide insights for future clinical practice and research.关键词：Virtual reality technology;Hearing loss;Clinical audiology assessment;Hearing rehabilitation95|179|0更新时间：2026-07-30
- 摘要：Mismatch negativity(MMN) is an endogenous component of event-related potential (ERP), induced by changes in auditory stimuli,independent of the subject's subjective attention or response,and objectively reflects the brain's pre-processing and processing of auditory information.There are differences in MMN latency and amplitude among normal hearing people of different ages and people with different types of hearing impairments.As an objective test tool,MMN is closely related to auditory discrimination and speech perception,and crucial to evaluate the hearing ability and auditory speech ability of cochlear implant (CI) users,and is helpful to measure the rehabilitation effects.This paper mainly summarizes the MMN characteristics of hearing normal people, hearing impaired people and CI users,attempting to understand the characteristics of auditory cortex processing sound and the mechanism of auditory center in sound discrimination.关键词：Mismatch negativity;Normal hearing;Hearing impairment;Cochlear implant290|194|0更新时间：2026-07-30
- 摘要：Starting from the four dimensions of executive function, memory,speech ability and attention, this paper reviews the research progress of cochlear implant in the elderly cognitive function in the past 10 years, comprehensively summarizes the achievements and looks forward to future research, aiming to broaden the clinical application of cochlear implant technology and promote the in-depth development of the elderly cognitive function research.关键词：Cochlear implantation;Cognitive function;Research progress104|182|0更新时间：2026-07-30
Review
- 摘要：ObjectiveExploring the effects of Schuell stimulation language training combined with thematic rehabilitation courses on language and communication abilities in post-stroke patients with language disorders.Methods86 patients with post-stroke language disorders in our hospital from February 2022 to December 2024 were selected and randomly divided into a control group and a study group, with 43 cases in each group. The control group received theme based rehabilitation micro lesson intervention, while the study group received Schuell stimulation language training combined with theme based rehabilitation micro lesson intervention. The speech function, World Health Organization Quality of Life Assessment Brief Form (WHOQOL-BREF), Self Rating Anxiety Scale (SAS), Self rating Depression Scale (SDS), and Barthel index of the two groups were compared.ResultsAfter intervention, the speech function and WHOQOL-BREF scores of the study group were significantly improved (P<0.05), while the SAS and SDS scores were significantly decreased (P<0.05), and the Barthe index was significantly improved (P<0.05). The total effective rate of treatment was significantly higher than that of the control group (P<0.05).ConclusionThe combination of Schuell stimulation language training and themed rehabilitation micro courses can significantly improve patients' language and communication abilities.关键词：Schuell stimulus language training;Theme based rehabilitation micro courses;Stroke;Language barrier;Communication skills125|138|0更新时间：2026-07-30
- 摘要：ObjectiveTo explore the effects of cochlear implants (CI) with wireless listening system (hereinafter referred to as CI+FM) in outdoor teaching for preschool hearing-impaired children.MethodsUnder two environments (indoor short-distance and outdoor long-distance), 46 hearing-impaired children wearing two hearing assistance modes (CI+FM and CI alone) underwent name-calling response tests (at 2 m and 10 m) and Ling's five-sound detection tests (at 2 m, 10 m, 25 m, and 50 m). Test results were comparatively analyzed.ResultsAt both indoor and outdoor short distances (2 m), the name-calling response rates for both CI+FM and CI modes were 100.0%, with no significant difference (P=1.000). At outdoor long distance (10 m), the name-calling response rates for CI+FM and CI modes were 100.0% and 80.4%, respectively, showing a significant difference (P=0.005). At 2 m, Ling's five-sound detection rates showed no significant difference between CI+FM and CI modes (P=1.000). At long distances (10 m, 25 m, 50 m), detection rates for CI+FM mode were significantly higher than for CI mode (P<0.001).ConclusionThe cochlear implant with wireless listening system effectively improves long-distance speech detection rates in hearing-impaired children within a certain range and enhances listening outcomes during outdoor teaching activities.关键词：Wireless listening system;Hearing-impaired children;Outdoor teaching;Cochlear implant117|101|0更新时间：2026-07-30
- 摘要：ObjectiveCompare the accuracy of the clarity of the three vowels/a/,/u/, and/i/when combined with labial consonants, analyze the impact of these three vowels on the accuracy of labial consonant pronunciation, and provide scientific basis for the evaluation and training sequence of labial consonants.Methods173 children with functional articulation disorders were selected and tested by combining the three vowels/a/,/u/,/i/with the three labial consonants/b/,/p/, and/m/to analyze the accuracy and incorrect forms of consonant pronunciation.ResultsThere is a significant difference in the pronunciation accuracy of double lip consonants/b/,/p/,/m/when combined with different vowels. The order of accuracy is/a/>/u/>/i/, and the order of error rate of consonants is: substitution>omission>distortion. When the incorrect form of a consonant is a substitute, the subsequent vowel remains the original vowel. Consonants combined with/i/are easily replaced by the tip of the tongue midrange, while consonants combined with/u/are replaced by the root of the tongue.ConclusionWhen evaluating the pronunciation of children's labial consonants, consideration should be given to combining different vowels. Training should be carried out in the order of combination with opening vowels, closing vowels, and aligning vowels.关键词：Functional articulation disorder;Bilabial consonant;Vowel75|91|0更新时间：2026-07-30
- 摘要：ObjectiveTo explore the current situation and influencing factors of hearing loss in children with autism spectrum disorder (ASD).Methods188 children with ASD who treated in our hospital from June 2022 to June 2024 were included in the study and divided into the hearing loss group and the non-hearing loss group according to the current status of hearing loss. The general data were collected and influencing factors of the current situation of hearing loss in children with ASD were analyzed.ResultsAmong 188 children with ASD, 54 were diagnosed with hearing loss (28.72%). There were 38 cases of mild hearing loss, accounting for 70.37%, and 16 cases of moderate hearing loss, accounting for 29.63%. There was no statistical significance in low birth weights neonatal asphyxia, history of hyperbilirubinemia, parents' history of hearing loss, and the educational levels of the main caregivers between the two groups (P>0.05). The proportions of premature birth, family history of autism, and ear trauma or history of infection in the hearing loss group were significantly higher, while the monthly family income was significantly lower (P<0.05). Multivariate Logistic regression analysis showed that preterm birth, family history of autism, ear trauma or history of infection, and low monthly family income were independent risk factors for hearing loss in children with ASD (P<0.05).ConclusionsChildren with ASD have problems with hearing loss. Premature birth, family history of autism, ear trauma or history of infection, and low monthly family income may be the influencing factors for hearing loss in children with ASD. Clinically, attention should be paid to the identification of high-risk children with ASD for hearing loss and targeted intervention should be provided.关键词：Autism spectrum disorder;children;Hearing loss;Influencing factors84|93|0更新时间：2026-07-30
- 摘要：ObjectiveTo develop a please write down the complete term of KAP theory-based intervention for children with please write down the complete term of DLD and evaluate its efficacy.MethodsIn a multicenter please write down the complete term of RCT 155 DLD children aged 3-6 years were randomized to an experimental group (KAP integrated intervention, n=78) or control group (routine care, n=77). The experimental group received a 6-month program including Knowledge module (disease education, neural mechanisms), Attitude module (caregiver cognitive restructuring, child empowerment, and Behavior module (personalized language training + family scenario dialogue + tDCS). Outcome measures included language ability (S-S method), oral motor function (VFSS), developmental quotient (GDS), and parental KAP scores at baseline (T0), at intervals of /3/6 months (T1/T2/T3), and 12-month follow-up (T4).ResultsAt T4, the experimental group showed superior language comprehension (90.7±5.4 vs 74.6±5.2, t=10.37, P<0.001) and expression (87.5±5.8 vs 73.2±5.9, t=8.94, P<0.001).Oral motor functions (32.7±2.8 vs 26.2±3.0) and language DQ (97.1±6.2 vs 78.2±7.8) improved 1.9-2.5-fold versus controls (P<0.001).Parental KAP scores increased by 6.0-7.7 points (P<0.001), with significant knowledge-attitude-behavior pathways (β=0.41-0.63,P<0.01).ConclusionThe KAP program drives behavioral practice through family cognitive remodeling, significantly improving the language ability of DLD children. Neurobehavioral collaborative intervention is particularly effective for severe and 3-4 year old children.关键词：Developmental language disorder;Knowledge-attitude-practice theory;Family engagement210|524|0更新时间：2026-07-30
- 摘要：ObjectiveTo investigate the cognitive function characteristics of patients with hearing impairment, analyze their influencing factors, and provide the basis for clinical intervention.Methods120 hearing impaired patients were selected from March 2021 to June 2024 as the observation group, and 120 healthy people as the control group. Clinical data of all the study subjects were collected, cognitive functions were assessed, and cognitive function characteristics and influencing factors were analyzed.ResultsInter-group comparisons showed that patients in the observation group had significantly higher age, pure-tone average thresholds, and Hearing Handicap Identification Assessment-Screening (HHIA-S) scale scores, but fewer years of education. In contrast, the total scores of the Mini-Mental State Examination (MMSE) and scores of all its sub-items were significantly lower in the observation group. All these differences were statistically significant (P<0.05). Logistic regression analysis indicated that the number of years of education (OR=0.836, 95%CI:0.715-0.978, P=0.024) was a protective factor for cognitive impairment in patients with hearing impairment. Meanwhile, pure-tone average thresholds (OR=1.051, 95%CI:1.008-1.096, P=0.023) and HHIA-S scale scores (OR=1.094,95%CI:1.022-1.169, P=0.011) were identified as independent risk factors.ConclusionPatients with hearing impairment exhibit significant cognitive deficits. Longer years of education serve as a protective factor against cognitive impairment in these patients, while higher pure-tone average thresholds and HHIA-S scale scores are risk factors. Clinicians should attach great importance to comprehensive assessment to facilitate the formulation of reasonable intervention strategies.关键词：Hearing impairment;Cognitive function;Mini-mental state examination;Influencing factors100|178|0更新时间：2026-07-30
- 摘要：ObjectiveTo explore the effect of the interaction between intestinal flora and neurophysiological factors on language development in children with autism spectrum disorder (ASD), and to reveal the potential "gut-brain axis" regulation mechanism.MethodsA retrospective cohort study was designed to include 82 children aged 3-8 years with ASD, who were divided into language retardation group (n=52) and normal language development group (n=30) according to Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5). The diversity and species composition of intestinal flora were analyzed by 16S rRNA sequencing. The functional connectivity of language network was evaluated by resting state fMRI and EEG spectrum, and 5-Hydroxytryptamine (5-HT). Brain-Derived Neurotrophic Factor (BDNF) and Short-Chain Fatty Acids (SCFAs) were detected by Enzyme-Linked Immunosorbent Assay(ELISA).ResultsThe language development delay group showed a decreased alpha diversity of the gut microbiota (Shannon index:) 3.82±0.51 vs 4.25±0.63, P=0.001), Firmicutes (LDA=4.32, P=0.002) and Clostridium perfringens (abundance increased by 3.1 times) were significantly enriched. In the normal language development group, Bacteroidales (LDA=3.78, P=0.008) and Prevotella (LDA=3.92, P=0.004) were dominant. At the neurophysiological level, the functional connectivity intensity of the γ band in the language development delay group decreased by 29.3% (0.29±0.09 vs. 0.41±0.11, P<0.001), and the serum 5-HT level increased by 25.3% (182.62±35.42 vs. 145.86±28.71 ng/mL) (P<0.001), the levels of BDNF and SCFAs decreased by 23.4% and 16.0% respectively (P<0.05).ConclusionTASD language development delay is associated with intestinal microbiota (Clostridium enrichment), neurotransmitters (5-HT/BDNF imbalance), and neurophysiological characteristics (impaired γ band oscillations). Among them, Prevotella may enhance the functional connectivity of the language network through the SCFas-vagus nerve pathway, although cross-system abnormalities suggest a potential association with the "gut-brain axis". However, the direct cascading causal relationship among the three remains unclear.关键词：Autism spectrum disorder;Intestinal flora;Neurophysiology;Language development;Gamma-band oscillation98|107|0更新时间：2026-07-30
- 摘要：ObjectiveTo explore the impact of family intervention combined with multi-sensory language rehabilitation training and integrated fun games on the rehabilitation effect of children with language disorders.MethodsUsing a random number table method, 88 children with language disorders who underwent rehabilitation training at our hospital from May 2023 to May 2024 were divided into a study group (n=44) and a reference group (n=44). Both groups received multi-sensory language rehabilitation and integrated fun game training. The study group additionally received family intervention. The intervention lasted for 12 consecutive weeks. The language development level [Gesell Developmental Scale (GDS) Developmental Quotient (DQ) scores], oral motor function (Simple Oral Motor Function Scale scores), speech clarity, social psychological state [Social Anxiety Scale for Children (SASC) scores], and family satisfaction were compared between the two groups.ResultsAfter intervention, the study group showed significantly higher GDS language behavior, personal-social, and adaptive DQ scores, as well as higher lip, tongue, and mandible scores compared to the reference group (P<0.05). The rate of excellent speech clarity in the study group (88.64%) was significantly higher than that in the reference group (65.91%) (P<0.05). The study group had significantly lower SASC dimension scores and total score compared to the reference group (P<0.05). Family satisfaction was significantly higher in the study group than in the reference group (P<0.05).ConclusionFamily intervention combined with multi-sensory language rehabilitation training and integrated recreational games can improve language development levels in children with language disorders, enhance oral motor function, increase speech clarity, and improve children's psychosocial status, with high family satisfaction.关键词：Language disorder;Multi-sensory language rehabilitation;Fun games;Family intervention;Language function175|145|0更新时间：2026-07-30
- 摘要：ObjectiveTo investigate and analyze the occurrence of psychological pain and its risk factors in middle-aged and elderly patients with sudden deafness.Method98 middle-aged and elderly patients with sudden deafness admitted to our hospital from January 2022 to January 2024 were included. The psychological distress of the subjects was investigated using the Distress Thermometer (DT). Their ages education levels, hearing loss degrees and other data were collected for univariate and multivariate analysis.ResultThe incidence of psychological distress in patients with sudden deafness was 65.31% (64/98), of which moderate, severe, and extreme distress accounted for 41.84% (41/98), 20.41% (20/98), and 3.06% (3/98), respectively. Univariate analysis showed that the incidence of psychological distress was significantly higher in patients aged ≥ 65 years, on the job, with severe or above hearing loss, severe or above tinnitus, living alone, with a monthly personal income of less than 1500 yuan, suffering from double deafness, and having underlying diseases than in patients aged<65 years, retired, with mild to moderate hearing loss, mild to moderate tinnitus, not living alone, with a monthly personal income of ≥ 1500 yuan, suffering from single deafness, and having no underlying diseases (P<0.05). There were no significant differences in other factors, such as gender and education level (P>0.05). Multivariate analysis showed that age ≥ 65 years old, severe hearing loss, on the job, severe tinnitus, living alone, monthly income<1500 yuan, living alone, double deafness, and comorbid underlying diseases were independent risk factors for psychological distress in middle-aged and elderly patients with sudden deafness (OR>1, P<0.05).ConclusionMiddle aged and elderly patients with sudden deafness generally have psychological distress problems, and there are many factors that lead to their psychological distress, such as aging, living alone, and low monthly income. Psychological intervention should be targeted at patients with high-risk factors to improve their psychological distress situation.关键词：Sudden deafness;Psychological pain;Factor analysis89|235|0更新时间：2026-07-30
Rehabilitation Education
- 摘要：Language acquisition includes language acquisition (natural acquisition) and language learning (deliberate learning). Compared with hearing children, hearing-impaired children differ in terms of their subjective state, purposes, environment, and approaches in the process of language acquisition. Meanwhile, hearing-impaired children have unique characteristics in language acquisition. The core of language acquisition for hearing-impaired children is to enable them to acquire natural language, construct their own natural language system, and then enter the world of spoken language.关键词：Hearing-impaired children;Language acquisition;Language rehabilitation110|91|0更新时间：2026-07-30
Post Education
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