Objective

2

This study aimed to examined the influence of assessment forms by imitated and spontaneous words on the evaluation results and time-consuming of initials in hearing-impaired children.

Method

2

93 Children with hearing impairment were evaluated with

evaluation of the pronouncing articulation ability

by imitated and spontaneous words. The differences of initial target sound extraction rate

percent correct consonants (PCC)

corrected of percent correct consonants (CPPC) and time-consuming between the two tests were analyzed.

Results

2

(1) The initial elicitation rate of hearing-impaired children in imitated assessment was 76.55±11.36

and in the spontaneous was 99.25±1.94

and the difference was statistically significant (

F

(1

92)= 399.907

P

=0.000

<

0.001); (2) The PCC scores in imitated assessment were 56.52±15.41

and in the spontaneous were 73.30±14.05. The difference was statistically significant (

F

(1

92)= 422.476

P

=0.000

<

0.001); (3) The CPCC scores in imitated assessment were 73.10±14.08

and in the spontaneous were 73.84±14.02. The difference was statistically significant (

F

(1

92)= 1.83

P

=0.179

<

0.05); (4) The time-consumption in imitated assessment were 70.42±15.82

and in the spontaneous were 18.15±3.17. The difference was statistically significant (

F

(1

49)= 1008.423

P

=0.000

<

0.001); (5) Under the imitated assessment

the difference between PCC and CPCC was statistically significant (

F

(1

92)= 390.429

P

=0.000

<

0.001)

but under spontaneous was not (

F

(1

92)= 1.138

P

=0.254

<

0.05).

Conclusion

2

Different assessment methods on hearing-impaired children had a great effect on the accuracy of the initial assessment. Repeat assessment can accurately obtain the hearing-impaired children's initial error performance directly

with shorter time-consuming

which can be recommended for routine use evaluation way.