最新刊期
卷 24 ， 期 5 ， 2026
- 摘要：Inclusive education for children with Autism is a pivotal issue in the development of special education in China. Drawing on policy text analysis and multi-source literature from 2014 to 2025, this paper systematically examines the practical dilemmas in China's inclusive education for children with Autism, particularly regarding school admission criteria, resource allocation, and teacher development. Currently, inclusive education remains plagued by the entrenched issue of superficial integration, where students are merely "seated in regular classes" or "mixed in without real engagement." Key bottlenecks hindering the improvement of inclusive education quality include resource scarcity and exclusion, non-standardized resource room construction, the formalization of Individualized Education Programs, a shortage of specialized teachers, and inadequate instructional and support systems.To address these challenges, this paper proposes targeted strategies across several dimensions:Policy Coordination and Institutional Safeguards(Establishing cross-departmental collaborative mechanisms, improving relevant laws and regulations, and increasing financial investment).Standardized Construction of Resource Rooms(Standardizing functional zoning, professionalizing equipment configuration, and institutionalizing operational and maintenance systems).IEP Formulation and Implementation(Clarifying core elements to focus on during IEP development and establishing robust mechanisms to support their implementation).Teacher Training and Professional Support(Providing special education training for regular classroom teachers, encouraging the professional development of resource teachers, and establishing teacher support networks).Home-School Collaborative Model(Building effective communication mechanisms between home and school, integrating resources from both sides, and enhancing educational synergy). Ultimately, this paper aims to drive a fundamental shift in inclusive education for children with Autism—from superficial integration to substantive inclusion—providing theoretical references and practical foundations for building a high-quality special education system during China's 15th Five-Year Plan period.关键词：Autism;Inclusive education;Resource room program;Individualized educational programs69|39|0更新时间：2026-10-08
Expert Forum
- 摘要：ObjectiveChildren with autism spectrum disorder (ASD) generally struggle with social initiation and have difficulties engaging in peer interactions voluntarily, which constitutes a prominent challenge in the implementation of inclusive education. As an internationally recognized evidence-based intervention for autism, Social StoriesTM were adopted in this study to explore its immediate intervention, maintenance, and generalization effects on peer interaction initiation among children with ASD. This research aims to enrich empirical evidence concerning social skill interventions for autistic children and provide practical references for frontline teachers conducting social skill interventions in school settings.MethodA single-case experimental design was employed in the present study. The participant was a second-grade student with formally diagnosed ASD enrolled in a public general primary school in Beijing. The child possessed basic oral expressive abilities yet lacked the awareness of initiating social contact and never took the initiative to interact with peers. Two progressive Social StoriesTM titled Hello and Reading Books were developed based on authentic campus contexts. Standardized intervention materials were compiled in strict accordance with Carol Gray's established principles of Social StoriesTM. The frequency of target behaviors was recorded, and the occurrence rate of target behaviors in each experimental phase was calculated. A visual analysis was utilized to compare data variations across the baseline phase, two intervention phases, and the maintenance phase.ResultsAfter receiving Social StoriesTM instruction in Intervention Phase 1 and Intervention Phase 2, the occurrence rate of the participant's target behaviors rose progressively and stabilized, demonstrating a significant additive effect. When all the intervention procedures were withdrawn in the maintenance phase, the occurrence rate of target behaviors remained steadily at 100% without obvious decline, indicating robust maintenance of intervention outcomes. Following the intervention, the participant could actively approach peers, initiate verbal greetings, and display friendly nonverbal gestures.ConclusionSocial StoriesTM can effectively improve autistic children's capacity to initiate simple peer interactions in inclusive classrooms. The intervention yields stable effects that generalize readily to natural campus environments. As an evidence-based intervention suitable for primary school inclusive settings, Social StoriesTM can be widely applied in daily inclusive education practices.关键词：Autism spectrum disorder;Social story;Peer interaction49|19|0更新时间：2026-10-08
- 摘要：ObjectiveImprecise functional assessment, unsystematic support, and insufficient skill generalization constitute three major barriers to the effective participation of students with Autism Spectrum Disorder (ASD) in regular classrooms. This study aims to explore and validate a replicable inclusive education support system grounded in the International Classification of Functioning, Disability and Health for Children and Youth Version (ICF-CY) framework, with the ICF-based assessment as its starting point.MethodsThe ICF Assessment and Training System-ASD was employed to conduct an accurate functional assessment on an 11-year-old student with ASD placed in a regular second-grade classroom, covering the four modules of body functions, activity functions, participation functions, and environmental factors. Based on the assessment results, a four-component support system was constructed, consisting of assessmens, resource room individual training, extracurricular integration activities, and subject-integrated classes. The intervention lasted one semester, with outcomes measured through classroom behavior frequency recordings and goal attainment scaling.ResultsFollowing the intervention, significant improvements were observed in the core target areas of joint attention and active social interaction. The frequency of fixating on the teacher for at least 2 seconds increased from zero to five to six times per class session, and spontaneous verbal expressions increased from zero to three and four times per day. Concurrent improvements were also noted in classroom engagement and behavioral regulation.ConclusionsThe four-component support system facilitates the transfer of social skills in students with ASD from structured training settings to authentic classroom contexts through three operational pathways: precise assessment-strategy alignment, hierarchical skill generalization, and systematic environmental optimization. Grounded in the standardized functional indicators of the ICF-CY framework, this system demonstrates strong operability and replicability, offering a scientifically sound and practical paradigm for fostering social competence in students with ASD within inclusive educational settings.关键词：Autism spectrum disorder (ASD);ICF assessment;Four-component support system;Inclusive education;Social competence65|12|0更新时间：2026-10-08
- 摘要：ObjectiveEffective synergy in inclusive classrooms remains a core challenge in current practice. This study applied order parameter theory in synergetics to classroom synergy in inclusive education for students with autism spectrum disorder (ASD), developed a classroom synergy state-parameter system based on the context-input-process-output (CIPO) model, and identified the order parameters of classroom synergy, with the aim of reducing its complexity and improving its efficiency.MethodsNecessary condition analysis (NCA) was conducted using 16 inclusive classroom sessions involving students with ASD as the units of analysis. Data were collected using a classroom synergy questionnaire and a classroom observation form. Necessary conditions were identified on the basis of effect sizes and the statistical significance of permutation tests, followed by bottleneck analysis.ResultsEnvironmental synergy was the only order parameter that placed significant necessary constraints on the three process-oriented outcomes: classroom engagement, behavioral adaptation, and social interaction. Content synergy, as a specialized order parameter, specifically constrained goal attainment, whereas interactional synergy, as a supplementary order parameter, provided an additional necessary constraint on behavioral adaptation only. Bottleneck analysis showed that environmental synergy imposed stepwise constraints and could therefore be developed in phases; content synergy, teacher competence, and instructional time constituted a set of mutually non-substitutable conditions; and the classroom environment exhibited an "all-or-nothing" pattern.ConclusionClassroom synergy in inclusive education for students with ASD was characterized by environmental synergy playing a dominant role, content synergy serving a specialized function, and interactional synergy providing supplementary support. Accordingly, the following practical sequence was proposed: configure the classroom environment before class, provide support in phases during class, and concentrate resources when pursuing high levels of goal attainment. These findings provide a pathway that may be low-cost and replicable for resource-limited inclusive education settings and empirical support for applying order parameter theory in synergetics to inclusive education.关键词：Autism spectrum disorder;Inclusive education;Classroom synergy mechanism;Synergetics;Order parameters50|12|0更新时间：2026-10-08
- 摘要：Artificial intelligence (AI) is increasingly being used in the education and support of children with autism spectrum disorder (ASD), providing new possibilities for educational assessment, instructional intervention, and communication between families and schools. However, its use in practice is still affected by existing educational support systems and collaboration among different stakeholders. Based on ecological systems theory and educational collaboration perspectives, this paper reviews the use of AI in education for children with ASD and examines its relationship with families, schools, professional service providers, and communities. Particular attention is given to the practical problems and factors underlying them. The review shows that AI has been used for data collection, behavioral analysis, personalized feedback, and intelligent interaction, and can also facilitate information sharing among different stakeholders. At the same time, several problems remain. Communication between families, schools, and professional services is often insufficient, educational goals are not always consistent, and responsibilities are not clearly connected across settings. AI tools are also often used separately, with limited integration into everyday teaching and intervention. Differences in the digital skills of teachers, parents, and professionals further affect their use of these technologies. In addition, issues concerning data privacy, algorithmic bias, and appropriate boundaries of AI use require attention. These problems are related to weak connections across ecological levels, limited collaboration among stakeholders, and insufficient integration of AI into educational practice. To address these issues, this paper suggests improving collaboration among families, schools, and communities, strengthening links between AI tools and educational data, developing relevant skills among teachers, parents, and professionals, and clarifying requirements for data use and ethical governance. These measures may help AI better support the education and development of children with ASD.关键词：Autism spectrum disorder;Artificial intelligence;Multi-stakeholder collaboration;Ecological systems theory;Special education34|12|0更新时间：2026-10-08
Inclusive Education and Social\‑Behavioral Development for Children with Autism Spectrum Disorders
- 摘要：ObjectiveTo investigate the clinical value of Bluetooth Direct Streaming (BDS) technology in hearing threshold and speech recognition testing for cochlear implant users, to compare speech recognition outcomes between BDS and conventional sound-field (SF) testing conditions, and to evaluate the feasibility of BDS as a supplementary approach to postoperative auditory assessment. This study aimed to provide evidence for remote programming, home-based follow-up, and rehabilitation monitoring in cochlear implant users.MethodsThirty-one Nurotron cochlear implant recipients were enrolled. A balanced crossover design was applied to control for potential order effects. Each participant completed speech recognition testing under both BDS and SF conditions. Subjective loudness matching was performed to make the output levels under the two conditions as comparable as possible. Chinese open-set speech perception materials were used to assess disyllabic word and sentence recognition in quiet. Paired t-tests were used to compare speech recognition scores between the two testing conditions. The improvement in recognition scores under BDS relative to SF was calculated, and the proportion of participants showing a BDS advantage at the individual level was also analyzed.ResultsOverall, speech recognition scores under BDS were significantly higher than those under SF (P<0.05). The disyllabic word recognition score was 69.6%±24.0% under BDS and 62.9%±25.1% under SF, with 20 participants (64.5%) showing a BDS advantage. The sentence recognition score was 65.7%±31.3% under BDS and 55.1%±27.6% under SF, with 26 participants (83.9%) showing a BDS advantage. The improvement in sentence recognition under BDS was 10.6%±16.1%, greater than the improvement in disyllabic word recognition (6.7%±15.2%); however, the difference between the two improvement magnitudes was not statistically significant (P＝0.203).ConclusionThe BDS technology can improve speech recognition performance in cochlear implant users in quiet, particularly in sentence recognition testing. This technique is easy to operate and may reduce the interference from environmental noise, reverberation, and sound-field equipment conditions on test results. Therefore, the BDS has the potential to serve as an effective supplement to conventional SF testing. The present study provides preliminary evidence supporting the application of BDS to postoperative assessment, remote programming, and patient self-testing for cochlear implant users, and may contribute to optimizing postoperative rehabilitation assessment and improving follow-up efficiency.关键词：Cochlear implant;Bluetooth direct streaming;Sound-field audiometry;Speech recognition;Postoperative evaluation34|14|0更新时间：2026-10-08
- 摘要：ObjectiveTo establish and validate a multimodal prediction model for the degree of hearing loss in infants and young children based on the Infant-Toddler Meaningful Auditory Integration Scale (IT‑MAIS) in combination with objective audiological indicators and perinatal risk factors.MethodsAccording to the screening criteria, 553 infants aged 0‑6 months who had completed audiological diagnostic tests and the IT‑MAIS were enrolled. Based on the results of tone‑burst auditory brainstem response (ABR), the subjects were divided into three groups according to the degree of hearing loss as the outcome variable: normal‑mild, moderate, and severe. Risk factors affecting the degree of hearing loss were analyzed. Univariate and multivariate logistic regression were used to screen independent variables, establish the prediction model, and construct a nomogram. The discrimination of the model was assessed using the receiver operating characteristic (ROC) curve; calibration was verified by calibration plots; and clinical utility was explored by decision curve analysis (DCA).ResultsSeven predictive factors were screened to construct the model and form a nomogram, including advanced maternal age (P=0.004), family history of permanent childhood hearing loss (P=0.001), presence or suspicion of a syndrome or genetic disorder associated with hearing loss (P<0.001), distortion product otoacoustic emissions (P<0.001), and total IT‑MAIS score (P<0.001). After validation, the area under the curve for distinguishing moderate and above hearing loss and severe‑profound hearing loss was 0.904 (95%CI: 0.876‑0.932) and 0.954 (95%CI: 0.930‑0.978), respectively. Notable consistency was observed between the predicted probabilities and the actual probabilities, with mean absolute errors of 0.014 and 0.011. Within a certain range, the model had practical value in identifying populations at risk for different degrees of hearing loss.ConclusionThe prediction model for the degree of hearing loss in infants and young children established in this study demonstrates acceptable discrimination, predictive ability, and clinical applicability, providing a scientific basis for the early identification of children with hearing loss and for promoting early detection and early intervention.关键词：Infant-Toddler Meaningful Auditory Integration Scale;Hearing loss;Infant and toddler;Prediction model27|9|0更新时间：2026-10-08
- 摘要：ObjectiveTo evaluate the efficacy of cochlear implant-compatible wireless listening systems(CI+FM) in improving listening outcomes in preschool-aged children with hearing impairment under long-distance and noisy conditions.MethodsA comparative study was conducted involving 182 children with hearing loss (aged 3-6 years) enrolled in auditory training across 17 grassroots rehabilitation institutions in Guangdong Province. Listening performance was compared between CI+FM and CI alone conditions using questionnaires, speech detection tasks, and auditory-verbal assessments. Testing was conducted at different distances (2 m, 10 m, 25 m, and 50 m) and signal-to-noise ratio (SNR) environments (-15 dB, 0 dB, 20 dB).ResultsFor Long-distance listening: at 2 m distance, no significant difference in Ling's five-sound detection rates was observed between the two modes (P=1.000). However, at distances of 10 m, 25 m, and 50 m, the CI+FM mode showed significantly higher detection rates than the CI alone mode (all P<0.001), with optimal effectiveness within 25 m distance. For Listening in noisy environments: under SNR conditions of -15 dB, 0 dB, and 20 dB, the CI+FM mode showed significantly higher recognition rates for both consonant and disyllabic words compared with the CI-alone mode (all P<0.05). The most pronounced improvement was observed at -15 dB SNR. For Questionnaire survey: the scores for the CI+FM mode were significantly higher than the CI mode in the both noisy environment and long-distance scenarios (both P<0.01).ConclusionThe CI+FM mode significantly improves listening outcomes in children with hearing impairment across long-distance (10～50 m) and noisy environments (SNR -15 dB to 0 dB), with optimal effectiveness within 25 m distance. These findings support the integration of FM technology as an effective assistive tool for optimizing auditory access during outdoor instruction and group activities in the pediatric population with hearing impairment.关键词：Cochlear implant;Wireless listening system;Hearing-impaired children;Long-distance listening;Noisy environment;Signal-to-noise ratio22|9|0更新时间：2026-10-08
- 摘要：ObjectiveTo investigate the prevalence differences of laryngopharyngeal reflux (LPR) in different types of vocal cord lesions (chronic inflammation, benign lesions, precancerous lesions) and analyze the impact of LPR on acoustic function in patients with voice disorders.MethodsA total of 533 patients with voice disorders were enrolled and classified into three groups based on clinical diagnosis: inflammatory group (n=222), benign group (including polyps, nodules, cysts, Riecked's edema, and granulomas, n=250), and precancerous group (vocal cord leukoplakia, n=61). LPR was assessed using the Reflux Symptom Index (RSI) and Reflux Finding Score (RFS). Acoustic parameters, including fundamental frequency (F0), Jitter, Shimmer, maximum phonation time (MPT), and dysphonia severity index (DSI), were recorded and analyzed using voice analysis software. Differences among groups and within LPR subgroups were compared.ResultsThe overall prevalence of LPR was 50.09% (267/533), showing a significant increasing trend across the three groups: inflammatory group (36.94%,82/222), benign group (58.00%,145/250), and precancerous group (65.57%,40/61), with statistically significant differences (P<0.001). Acoustic analysis revealed that the Jitter and Shimmer in the benign and precancerous groups were significantly higher than those in the inflammatory group, while the DSI and MPT was significantly reduced (P<0.05). Subgroup analysis revealed that compared with non-LPR cases, LPR-positive individuals in the benign and precancerous groups exhibited more severe vocal impairment, with significantly reduced DSI in both groups. LPR-positive patients in the benign group showed increased Jitter and Shimmer, while those in the precancerous group exhibited elevated Jitter and Shimmer accompanied by reduced MPT, with statistically significant differences (P<0.05).ConclusionLPR is closely associated with the occurrence and progression of vocal cord lesions, with its prevalence markedly increasing as the lesion nature advances. Patients with vocal cord benign lesions and precancerous lesions demonstrate clear superimposed vocal function impairments, where LPR serves as a key controllable factor influencing vocal recovery prognosis. Therefore, all patients with vocal disorders should undergo LPR screening and acoustic vocal assessment follow-up. Targeted LPR evaluation and management should be implemented for patients with vocal cord benign and precancerous lesions to optimize vocal therapy outcomes.关键词：Laryngopharyngeal reflux;Vocal cord benign lesions;Vocal cord leukoplakia;Acoustic analysis9|5|0更新时间：2026-10-08
- 摘要：ObjectiveThis study aims to enhance the diagnostic capability of clinicians in diagnosis and differential diagnosis, promote individualized surgical strategy development, and emphasize the value of imaging in preoperative evaluation and the importance of selecting appropriate surgical approaches, by analyzing the clinical data of a case of congenital giant middle ear cholesteatoma with middle ear malformation, which is prone to misdiagnosis due to its concealed location and atypical early symptoms, often resulting in delayed optimal treatment; this study systematically summarizes the clinical features, reviews the key aspects of modified radical mastoidectomy under otomicroscopy, and discusses the pathogenesis with reference to domestic and international literature.MethodsThis report describes a 7-year-old male who presented with recurrent right otorrhea for 2 years and had received repeated diagnoses of acute otitis media with a poor response to anti-infective therapy; however, following comprehensive examination at our institution, the patient was definitively diagnosed with congenital giant middle ear cholesteatoma with middle ear malformation, and preoperative staging was determined as Potsic stage IV. After thorough preoperative discussion and with informed consent obtained from the family, the patient underwent modified radical mastoidectomy under otomicroscopy, achieving complete lesion removal while preserving the original anatomical structures.ResultsPostoperative histopathological examination confirmed the diagnosis of cholesteatoma. During follow-up, the patient had no postoperative complications such as tinnitus, vertigo, or facial palsy, and demonstrated normal communication ability; no second-stage surgical intervention is currently planned.ConclusionCongenital middle ear cholesteatoma with otorrhea as the primary manifestation, but without facial pain, facial palsy, or vertigo, is susceptible to misdiagnosis as otitis media. Imaging modalities including high-resolution CT of the temporal bone, middle ear MRI, and diffusion-weighted imaging are indispensable for early localization, extent assessment, and treatment planning. Once the diagnosis has been established, appropriate surgical intervention should be performed promptly to achieve complete removal of the lesion, preserve native structures to the greatest extent, minimize irreversible damage to surrounding tissues and functions, and thus improve the long-term prognosis and quality of life.关键词：Congenital middle ear cholesteatoma;Congenital middle ear malformation;Modified radical mastoidectomy21|9|0更新时间：2026-10-08
Clinical Research
- 摘要：Childhood apraxia of speech (CAS) is a developmental speech motor disorder caused by neurological developmental impairment. Its core feature lies in deficits in speech motor planning and programming. Children with CAS are unable to precisely coordinate speech-related muscle movements, resulting in impairments in phonation, syllable sequencing, and tone control. No only does this disorder hinder the development of expressive language, but also exerts profound and lasting adverse effects on daily social interaction, academic learning, and mental health, greatly reducing children's quality of life and imposing a burden on families and society.Since the mid-20th century, CAS has become a research hotspot in the field of international speech-language pathology. Decades of in-depth research have yielded systematic clinical evidence and practical achievements in multiple dimensions, including etiological and neural mechanisms, standardized diagnostic criteria, precise assessment tools, and evidence-based intervention protocols, forming a relatively mature research and clinical application system. In contrast, the clinical diagnosis and scientific research of CAS in China are still at an initial stage. Common problems include insufficient clinical awareness, non-standardized screening procedures, and low diagnostic rates. Moreover, specific intervention programs tailored to Chinese-speaking children are scarce. Most clinical interventions are directly adopted from foreign models without necessary localization, resulting in a severe lack of evidence-based foundations tailored to Chinese-speaking children, thus failing to meet their clinical needs.To introduce international cutting-edge research and clinical experience, address current research deficiencies in China, and facilitate the establishment of a localized diagnosis and intervention system tailored to the linguistic characteristics of Chinese-speaking children, this paper systematically reviews overseas research progress on CAS. It elaborates on etiology and neural mechanisms, core clinical characteristics, standardized assessment systems, evidence-based intervention strategies, and current research challenges and future directions. The aim is to provide scientific and practical references for clinical practitioners and researchers in the field of speech-language rehabilitation, and to promote the standardized and professional development of CAS diagnosis, intervention, and research in China.关键词：Childhood apraxia of speech;Diagnosis;Treatment29|8|0更新时间：2026-10-08
- 摘要：Autism spectrum disorder (ASD) is a multifactorial neurodevelopmental disorder characterized by deficits in social communication and social interaction and the presence of restricted, repetitive patterns of behavior, interests, or activities present during early periods of development that negatively impact social, occupational, or other domains.Currently, the pathogenesis of comorbid speech and language impairment (SLI) in ASD remains unclear, but it is primarily associated with specific genetic variants, epigenetic modifications, and aberrant brain network connectivity.SLI are common in neurodevelopmental disorders, especially in autism spectrum disorder (ASD) which may result in cognitive learning, social interactions, and long-term mental health.SLI is no longer a core symptom of ASD but an ASD 'specifier' used for a more detailed description of the patient's characteristics.Data indicates that 40% to 70% of children with ASD experience language developmental delays, which are mainly manifested as lack of language or language developmental delay, self-talk, use of stereotyped language, parroting, et cetera. The level of language skills is highly heterogeneous in ASD, ranging from individuals who never develop spoken language to individuals with preserved expressive language abilities but with deficits in the pragmatic use of language .Language Developmental Delays or language abilities significantly lagging behind those of age-matched peers are typically the primary reasons prompting parents to seek formal evaluation and diagnosis.Therefore, language intervention training and communication skills have been made a cornerstone of autism intervention.A systematic and comprehensive assessment not only facilitates the early identification of strengths and weaknesses in the language and communication skills of children with ASD, but also provides a basis for the subsequent development of individualized intervention strategies. Based on previous studies abroad, the progress of research on the mechanism, clinical characteristics, assessment, diagnosis, intervention and treatment of comorbid with SLI in ASD was reviewed in this paper. This study aims to identify the manifestations of SLI in ASD patients in the early stage and timely intervention .关键词：Autism spectrum disorder;Speech and language impairment;Assessment;Intervention27|11|0更新时间：2026-10-08
- 摘要：Reading difficulty severely affects the academic performance and social adjustment of hearing-impaired children,and the phonological route and orthographic route are the main predictors of their reading ability.This paper, based on the dual-route model, reviews research progress on the predictive factors and intervention approaches for reading difficulty in hearing-impaired children. Phonological awareness deficits are the key to reading difficulty, but their role varies across language groups and writing systems. The effect is pronounced in hearing-impaired children, yet limited in native signers. In Chinese, a logographic script, phonological awareness predicts reading less strongly than in alphabetic writing systems. The orthographic route compensates for phonological deficits. In reading, hearing-impaired children rely largely on direct character to meaning mapping, and orthographic awareness affects both word recognition and reading comprehension. On the intervention front, phonological processing training and lip-reading training have gathered considerable empirical support, while the effectiveness of musical rhythm training remains a subject of debate. Visual phonics and fingerspelling are available for reading intervention in native signers, and cochlear implantation can facilitate the development of phonological and orthographic abilities in hearing-impaired children. Future research should focus on the influence of emotional, social, and cultural factors, conduct cross-cultural and cross-linguistics comparisons, strengthen longitudinal studies, and establish a well-grounded evaluation system for intervention outcomes.关键词：Hearing-impaired children;Reading difficulty;Predictors;Intervention29|11|0更新时间：2026-10-08
- 摘要：Sigmoid sinus associated pulsatile tinnitus is a type of pulsatile tinnitus caused by structural abnormalities of the vasculature surrounding the sigmoid sinus or by hemodynamic alterations, with a rhythm typically synchronous with the heartbeat. This review summarizes the current literature on sigmoid sinus associated pulsatile tinnitus with respect to clinical characteristics, etiology, treatment strategies and outcomes, computational fluid dynamics techniques, and machine learning applications. Current evidence indicates a female predominance, a predilection for the right side, and an association with low-frequency hearing loss, with a notably younger age of onset. The underlying pathogenic mechanisms exhibit multifactorial synergistic features, in which anatomical anomalies, hemodynamic changes, and alterations in cerebrospinal fluid and intracranial pressure collectively contribute to the development of sigmoid sinus associated pulsatile tinnitus; however, the interrelationships among these specific etiological factors warrant further investigation. Surgical intervention via the mastoid approach remains the mainstay of treatment, predominantly sigmoid sinus wall reconstruction and its related variants. Differences in grafting materials exist between domestic and international studies, and variations in surgical techniques across different centers have led to heterogeneous outcomes, precluding direct comparisons of the relative efficacy of different surgical methods. Based on current data, short-term surgical outcomes are favorable, but long-term results require further validation. In recent years, computational fluid dynamics has provided robust support for investigating pathological mechanisms and refining diagnostic and therapeutic approaches, while machine learning has advanced the automated identification of abnormal regions and computer-aided diagnosis. Future clinical research should focus on multicenter, large-sample, prospective studies with standardized protocols to generate higher-quality evidence for both treatment and mechanistic exploration of sigmoid sinus associated pulsatile tinnitus, and to accumulate experience for automated diagnostic systems.关键词：Pulsatile tinnitus;Sigmoid sinus associated pulsatile tinnitus;Etiology;Surgical outcomes34|11|0更新时间：2026-10-08
Review
- 摘要：ObjectiveThis study examines the impact of multimedia language training in group settings on the language functional of preschool children with autism spectrum disorders (ASD), in order to provide a basis and reference for clinical rehabilitation interventions.Methods60 children aged 2-6 years from the Yangzhou Women and Children's Hospital was recruited. They were randomly assigned to either an intervention group or a control group. The control group received standard ABA-based instruction, while the observation group supplemented conventional discrete trial teaching with small-group multimedia language training. Pre- and post-intervention assessments were conducted using the Autism Spectrum Disorder Children's Psychological Education Assessment, Third Edition (psycho-educational profile, third edition,PEP-3) to assess changes in communication, physical abilities, and overall behavioral functioning. The language funcational were evaluated using the Vocabulary Behavior Milestones Assessment and Placement Program (VB-MAPP), focusing on specific indicators, such as requesting, naming, imitation, conversation, and grammatical structure.ResultsThere were no statistically significant differences between the two groups prior to intervention (P>0.05). The Both groups showed improvements post-intervention, with statistically significant differences (P<0.05). The intervention group showed significant improvements in PEP-3 composite factors and VB-MAPP domains of requesting, naming, conversation, and language structure compared to the control group.ConclusionLanguage training in a group setting is effective in improving the vocabulary, structural language skills and pragmatic functioning of children with ASD.关键词：Verbal behavior milestones assessment and placement program;Autism spectrum disorder;Multimedia teaching;Language functional11|6|0更新时间：2026-10-08
- 摘要：ObjectiveTo explore the characteristics and influencing factors of parental stress in families with hearing-impaired students.MethodsThis study conducted a survey of 518 parents of hearing-impaired students at different educational stages in Shanghai using a self-developed general situation questionnaire and the Parenting Stress Index/Short Form (PSI/SF).ResultsIn this study, 74.13% of parents were at a normal stress level, 3.86% at a borderline level, 6.56% at a high level, and 15.44% at a very high level. There was no significant difference in parental stress levels between the fathers and mothers of hearing-impaired students in Shanghai(χ2= 4.113,P=0.249>0.05). The type of family (χ2=27.750,P=0.006<0.01), the situation of rehabilitation education for hearing-impaired students (χ2=46.046,P=0.000<0.01),and the communication methods of hearing-impaired students(χ2=15.549,P=0.016<0.05)all led to significant differences in the parental stress levels. The hearing assistance devices led to significant differences in parental stress scores of hearing-impaired students(H=17.517,P=0.004<0.01)and parent-child interaction disorders(H=29.328,P=0.000<0.01),as well as difficulties in children(H=11.692,P=0.039<0.05)in two dimensions. There were significant differences in parental stress scores among the parents of the students at different educational stages(F=3.928,P=0.002 <0.01). Parental stress scores and core dimensions were negatively correlated with the clarity of verbal expression in hearing-impaired students.ConclusionIt is recommended to adopt multi-level support strategies, strengthen the collaborative education mechanism among families,schools,and communities,establish support groups and psychological counseling, and enhance parental efficacy. At the policy level, it is necessary to formulate support policies for families with special children, establish connection and supervision mechanisms, and ensure the standardization of rehabilitation services. Exploring emerging technologies such as AI and utilizing mobile applications to alleviate parental stress and improve parent-child relationships is also suggested.关键词：Hearing impaired students;Parents;Parenting stress;PSI questionnaire41|14|0更新时间：2026-10-08
- 摘要：ObjectiveTo understand the current status of family care-giving, caregiver burdens, educational attainment and support needs among families of children with autism spectrum disorder (ASD) in Ningxia, fill the research gap regarding families of children with ASD in western ethnic-minority areas, and provide scientific evidence for developing localized and targeted social support systems and optimizing public health service policies.Methods262 primary caregivers of children with ASD were recruited from 34 designated rehabilitation institutions for autistic children across Ningxia. Based on literature review and practical conditions, a cross-sectional questionnaire survey was administered to parents. The questionnaire covered general demographic information, household incomes and rehabilitation-related expenditures, caregiver burdens, psychological status, and support needs. SPSS 27.0 software was used for statistical analysis.Results73.66% of the caregivers were full-time carers. 38.93% of the participating households reported an annual income of no more than 40,000 RMB. After deducting policy-subsidized portions, families still bore 53.43% of total rehabilitation-related costs out of pocket. Most caregivers experienced moderate-to-severe care-giving burdens, and 4.57% exhibited marked negative mental states manifested as anxiety, depression, care-giving burnout and social withdrawal. The most urgent family needs were home-based rehabilitation skill training and regular psychological support.ConclusionFamilies of children with ASD in Ningxia are characterized by prevalent full-time care-giving, heavy financial burdens, prominent psychological stress and strong demand for professional services. A four-in-one integrated support model combining financial assistance, rehabilitation capacity-building, psychological support and community-based services is urgently required.关键词：Autism spectrum disorder;Family care;Caregiver burden;Support needs28|7|0更新时间：2026-10-08
- 摘要：ObjectiveLearn about the recovery trend of the recipients of the cochlear implant relief project of "Hearing Reconstruction-Enlightenment Action" after they have recovered to school-appropriate age.MethodsA questionnaire survey was conducted among 551 parents of cochlear implant relief project recipients of "Hearing Reconstruction, Enlightenment Action", and the recovery trend and reasons of the children were summarized and analyzed.ResultsThe follow-up data showed that 31.22% (172 people) of the assisted families said that their children were currently undergoing rehabilitation training in rehabilitation training institutions, and the proportion in ordinary kindergartens and ordinary schools was 66.97% (369 people). Among the 228 recipients who were already enrolled in ordinary kindergartens, 88.72% (228 people) of the children entered ordinary kindergartens at the appropriate age, and 11.28% (29 people) entered ordinary kindergartens beyond the appropriate age period. Of the 112 beneficiaries who have entered ordinary primary schools, 83.04% (93 people) of the children are enrolled in ordinary primary schools at the appropriate age; 11.61% (13 people) of children were over the appropriate age to enter general primary schools, and an unknown 5.36% (6 people).ConclusionThe main reasons for the recipients to enter ordinary kindergartens beyond the school age are: the degree of rehabilitation does not reach that of hearing children of the same age (82.76%, 24 people), parents subjectively choose other learning methods (6.90%, 2 people), kindergartens refuse to accept children wearing hearing aids (2 person), and the kindergarten teaching settings do not consider the characteristics of children to open integrated education (1 person). The main reasons for the recipients to enter ordinary primary schools after the appropriate age are: the degree of rehabilitation has not reached the level of hearing children of the same age (84.62%, 11 people), and the subjective choice of parents (15.38%, 2 people). The main reason for not being enrolled in the general age period is that the degree of rehabilitation has not reached the level of hearing children.关键词：Hearing impaired children;Rehabilitation direction;Inclusive education31|9|0更新时间：2026-10-08
Rehabilitation Education
- 摘要：China Association of Rehabilitation of Disabled Persons published a standard, named as the Guidance for Hearing Management of 0-6 Years Old Hearing-Impaired Children on August 22, 2024. The standard offers a systematic and standardized guidance framework for hearing management services for hearing-impaired children aged 0-6 years who are already fitted with hearing devices. The standard specifies service principles, service procedures, service contents, service conditions, and service outcomes. Especially on service contents, detailed and easy-to-use service patterns are offered to the institutions and professionals engaged in hearing management for hearing-impaired children, as a reference manual. This paper interprets the major part of the association standard, which could serve as a general community guidance for improving hearing management services for hearing-impaired children.关键词：Hearing management;Hearing-impaired children;Association standard;Hearing rehabilitation17|10|0更新时间：2026-10-08
Policy Interpretation
- 摘要：ObjectiveTo investigate the application value of the standardized patient (SP) teaching method in the standardized training and clinical skill evaluation of audiology technicians.MethodsTen clinical audiology technicians were enrolled in this study. Trained SPs were used to simulate five typical types of hearing disorders: congenital middle ear malformation, auditory neuropathy, acoustic neuroma, enlarged vestibular aqueduct syndrome, and pseudohypoacusis. A standardized scoring system was developed, encompassing pre-operative preparation, pure-tone audiometry, speech audiometry, result interpretation, clinical reasoning, and communication skills.ResultsAll the participants completed the assessment. With 60 points as the passing standard, the overall pass rate reached 80%. Five participants (50%) achieved excellent scores (≥80 points), three (30%) were rated as good (70-80 points),and two (20%) failed the assessment (<60 points). The both two participants had only one year of work experience and had not received systematic standardized training.ConclusionThe application of the SP teaching method to the assessment of standardized training for audiology technicians is feasible and effective. It more accurately evaluates clinical operation skills, communication and adaptability, and case analysis abilities, thereby compensating for the shortcomings of traditional assessment methods, which are often disconnected from actual clinical practice.关键词：Standardized patient;Audiology;Skill assessment;Audiology technician;Standardized training16|8|0更新时间：2026-10-08
Audiological Education
- 摘要：With the acceleration of aging population, the demand for cochlear implantation in elderly patients with postlingual deafness is gradually increasing. For elderly patients, early postoperative management after cochlear implantation is a critical factor influencing long-term auditory benefit and quality of life. Compared with children and younger adults, elderly cochlear implant users often present with reduced vestibular compensation, a higher prevalence of tinnitus, a longer duration of auditory deprivation, slower adaptation to electrical hearing, multiple comorbidities, decreased cognitive and operational abilities, psychological adjustment difficulties, and variable rehabilitation adherence, making early postoperative management more complex. As Part Ⅱ of this review series, this article systematically summarizes key clinical issues in early postoperative management after cochlear implantation in elderly patients with hearing loss, including postoperative dizziness and balance disorders, tinnitus assessment, the impact of duration of deafness on rehabilitation prognosis and expectation management, initial activation and mapping strategies, and psychological support interventions. This review indicates that postoperative dizziness and balance disorders may affect early recovery and increase the risk of falls, highlighting the importance of risk assessment, early identification, and vestibular rehabilitation. Tinnitus is a common accompanying symptom in elderly patients with hearing loss, and tinnitus-related distress may be alleviated in many patients after cochlear implantation; however, cochlear implantation should not be simply presented as a specific treatment for tinnitus. The Duration of deafness is an important factor affecting postoperative speech recognition recovery and rehabilitation confidence, and should be incorporated into rehabilitation goal setting and expectation management. Initial activation and mapping should follow individualized, stepwise, and dynamic optimization principles, with gradual improvement of auditory input quality on the basis of comfortable device use. Psychological support and peer communication may help relieve anxiety, disappointment, and lack of rehabilitation confidence. This review aims to provide a practical reference for early postoperative management and initiation of auditory rehabilitation in elderly cochlear implant users.关键词：Elderly postlingual deafness;Cochlear implant;Early postoperative management;Dizziness;balance disorders;Tinnitus;Psychological adaptation28|11|0更新时间：2026-10-08
Post Education
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