Comprehensive spoken communication function of children with disabilities based on ICF-CY / 中国康复理论与实践

ObjectiveTo investigate the comprehensive spoken communication performance of children with disabilities, and explore the related individual and environmental factors. MethodsFrom August to November, 2022, questionnaires of Communication Function Scale for Children based on ICF-CY were distributed online to parents of healthy children and children with disabilities aged two years to five years and eleven months in Shanghai, Nanjing and other areas. ResultsA total of 500 copies were sent out, and 407 valid questionnaires were returned, including 84 healthy children, 85 with hearing impairment, 119 with mental retardation, 35 with cerebral palsy and 84 with autism. There were significant differences in the comprehensive spoken communication function performance among the children with different impairment types (F = 127.618, P < 0.001). The comprehensive spoken communication ability was significantly poorer in the children with disabilities than in the healthy children (P < 0.05), and the ability was better in hearing-impaired children than in the children with other disabilities (P < 0.05). The higher the education of mother (r = -0.311, P < 0.001) and father (r = -0.280, P < 0.001), and family annual income (r = -0.228, P < 0.001), the better the children's comprehensive spoken communication performance; the children's comprehensive spoken communication performance was better when the family used Putonghua as unified communication language (r = 0.210, P < 0.001). ConclusionThe comprehensive spoken communication performance for children with disabilities is heterogeneous among different impairment types, and is affected by parents' education, family annual income, and family communication language.

A Scoping Review of Assessment Tools and Factors Influencing Spoken Language Development Among Pediatric Cochlear Implant Users (Kajian Skop mengenai Alat dan Faktor Penilaian yang Mempengaruhi Perkembangan Bahasa Pertuturan dalam Kalangan Pengguna Implan Koklea Pediatrik) / Jurnal Sains Kesihatan Malaysia

@#The spoken language development strongly depends on the normally functioning auditory system. For children with severe or profound hearing loss, cochlear implant has become the best solution in improving and promoting spoken language, quality of life, self-esteem and social well-being. Standardized self-report questionnaires are considered as the most widely used and low-cost approach to measure spoken language development among children. We aimed to provide an overview of the questionnaires available for assessing the spoken language development among children with cochlear implant. In addition, factors that may influence the development of good spoken language were also reviewed. A literature search from January 2010 to December 2020 making use of the Science Direct and PubMed databases was conducted. Medical Subject Headings (MeSH) and other key words for the search were (communication OR language) AND cochlear implant AND (children OR pediatric) AND (questionnaire OR survey). Research articles that were identified in the database using the keywords were refined by year. Only original articles were selected. Articles that quoted all the selected key words in the title and abstract; and written in English with full text were included in the review. Twelve instruments were utilized in the methodology of the 10 articles. Only one instrument was specific for spoken language assessment of children with cochlear implant. The age at which a child received an implant, good rehabilitation program and active involvement of parents was found to influence development of good spoken language skills among the cochlear implanted children. Cochlear implants provide deaf children with the opportunity to develop spoken language skills. Longer use of a cochlear implant dramatically affects the amount of spoken language. Rather, it was cochlear implantation at a younger age that served to assists spoken language competence.

Advance in Language Development of Hearing-impaired Children / 中国康复理论与实践

The language of hearing-impaired children is poorly developed. There is a lagging development of spoken language, which is manifested in pronunciation, grammar and pragmatics. Written language has difficulties in understanding and expression. Sign language develops normally, but it affects the spoken and written language of hearing-impaired children. This paper summarized the interventions, such as medicine, speech and family, according to the law of language development of children, in order to provide reference for the study and intervention of language development for hearing-impaired children.

Factor structure of the Life Orientation Test-Revised (LOT-R) / Estrutura Fatorial do Life Orientation Test-Revised (LOT-R) / Estructura factorial del Life Orientation Test Revisado (LOT-R)

Abstract Optimism and pessimism are conceptualized as generalized expectations about events happening in people's lives, and are regarded as stable dispositions. The construct of optimism can be understood as being one-dimensional and bipolar, in other words, it's an only attribute with two extremes ranging from optimism or pessimism. The Revised Life Orientation Test (LOT-R) is the instrument used for assessing dispositional optimism and has been the subject of several studies that verify its one-dimensionality. However, the results of those studies do not necessarily support the theoretical model. The aim of this paper was to analyze the factor structure of the LOT-R in a sample of adolescent students from basic primary and secondary education. Participants were 183 students of both genders, aged between 13 and 19 years old. The application of the LOT-R was carried collectively in the classroom. The instrument's confirmatory factor analysis was performed by testing a one-factor model and another one of two-factors. The two-factor model was the most appropriate, showing that, for this particular sample, the LOT-R consists of two components. The need for studies to test the structure of the instrument is evident inasmuch as the literature indicates that cultural differences are key elements to understanding optimism.

Resumo O otimismo e o pessimismo foram conceituados como expectativas generalizadas sobre os acontecimentos na vida dos indivíduos, e são considerados disposições estáveis. O construto otimismo pode ser entendido como unidimensional e bipolar, ou seja, é uma única característica com dois extremos, que pode variar entre o otimismo e o pessimismo. O Life Orientation Test Revisado (LOT-R) é o instrumento utilizado para a avaliação do otimismo disposicional que tem sido objeto de vários estudos, entre os quais se encontram as que verificam sua unidimensionalidade; no entanto, os resultados não necessariamente endossam o modelo teórico. O objetivo da presente pesquisa foi realizar a análise da estrutura fatorial do LOT-R numa amostra de 183 estudantes do ensino fundamental e médio, de ambos os sexos e com idade entre 13 e 19 anos. A aplicação do LOT-R aconteceu de forma coletiva em sala de aula. A análise fatorial confirmatória do instrumento foi realizada mediante dois modelos, um unifatorial e outro bifatorial. O modelo bifatorial foi o mais adequado, o que revela que nessa amostra específica, o LOT-R consta de dois componentes. A necessidade de realizar estudos para verificar a estrutura do instrumento fica evidente, pois a literatura aponta que diferenças culturais são pontos fundamentais para entender o otimismo.

Resumen El optimismo y el pesimismo se han conceptualizado como las expectativas generalizadas sobre los acontecimientos en la vida de los individuos, y son considerados disposiciones estables. El constructo optimismo puede entenderse como unidimensional y bipolar, es decir, es un único atributo con dos extremos que pueden variar entre el optimismo y el pesimismo. El Life Orientation Test Revisado (LOT-R) es el instrumento utilizado para la evaluación del optimismo disposicional que ha sido objeto de numerosas investigaciones, entre las cuales se encuentran las que comprueban su unidimensionalidad; sin embargo, los resultados no necesariamente han respaldado el modelo teórico. El objetivo de la presente investigación fue realizar el análisis de la estructura factorial del LOT-R en una muestra de 183 estudiantes de educación básica primaria y secundaria de ambos sexos y con edades entre los 13 y 19 años. La aplicación del LOT-R se hizo colectivamente en el aula de clases. El análisis factorial confirmatorio del instrumento se realizó mediante dos modelos, uno unifactorial y otro bifactorial. El segundo modelo fue el más adecuado, lo que demuestra que en esta muestra específica el LOT-R consta de dos componentes. La necesidad de realizar estudios para comprobar la estructura del instrumento resulta evidente debido a que la literatura señala que las diferencias culturales son elementos clave para entender el optimismo.

Habilitación de los modos activos del lenguaje a partir del modo reactivo observar / Enabling active modes of language from the reactive observing mode / Habilitação dos modos ativos da linguagem a partir do modo reativo observar

El propósito del estudio fue evaluar el efecto de habilitación lingüística en los modos activos del lenguaje señalar, hablar y escribir a partir del modo reactivo observar. Participaron 15 estudiantes experimentalmente ingenuos, doce hombres y tres mujeres, de 14 años de edad, alumnos de tercer grado de una escuela secundaria pública de la ciudad de Xalapa. Se utilizó un arreglo experimental de igualación de la muestra de segundo orden con figuras geométricas y un diseño experimental de tres grupos con prueba inicial, fase de familiarización, fase de exposición y prueba de habilitación. Los resultados sugieren que la exposición al modo observar habilitó las respuestas de igualación en los tres modos activos del lenguaje con distintos niveles de ejecución. El máximo nivel se obtuvo en hablar, el segundo en escribir y el mínimo en señalar. El porcentaje de respuestas de discriminación fue un poco más alto en semejanza en color, seguido por diferencia en color y forma, y un poco más bajo en semejanza en forma. Los resultados se discuten con base en el concepto de habilitación lingüística.

The purpose of the study was to assess the effect of enabling linguistic active modes of language by pointing out, writing and speaking from the reactive mode observing. Participants were 15 experimentally naive students, twelve men and three women, aged 14, who attended third grade in a public Junior High School in the city of Xalapa. A second-order matching to sample task with geometric figures was used. The design chosen was experimental with three groups and consisted of an initial test, familiarization phase, exposure phase and final test. The results suggest that the exposure to the observing mode enabled the matching responses in the three active modes of language with different performance levels. The largest level was speaking, then was writing and the lower was pointing out. The percentage of response discrimination was slightly higher in color similarity, followed by the difference in color and form and slightly lower percentage in shape similarity. The results are discussed based on the concept of enabling linguistic modes.

O propósito do estudo foi avaliar o efeito de habilitação linguística nos modos ativos da linguagem assinalar, falar e escrever a partir do modo reativo observar. Participaram 15 estudantes experimentalmente ingênuos, doze homens e três mulheres, de 14 anos de idade, alunos de uma escola secundária pública da cidade de Xalapa. Utilizou-se um arranjo experimental de igualação da mostra de segunda ordem com figuras geométricas e um desenho experimental de três grupos com teste inicial, fase de familiarização, fase de exposição e teste de habilitação. Os resultados sugerem que a exposição ao modo observar habilitou as respostas de igualação nos três modos ativos da linguagem com diferentes níveis de execução. O nível máximo foi obtido em falar, o segundo em escrever e o mínimo em assinalar. A porcentagem de respostas de discriminação foi um pouco mais alta em semelhança em cor, seguido por diferença em cor e forma, e um pouco mais em semelhança em forma. Os resultados se discutem com base no conceito de habilitação linguística.

The Influence of Different Channel Adaptive Directional Microphone Setups on the Spoken Language Understandability / 听力学及言语疾病杂志

Objective To compare the effects of speech recognition scores in young normal hearing adults using single-channel adaptive microphone and multi-channel microphone paradigm.Methods 30 normal hearing young adults,15 females and 15 males with a total of 60 ears were fitted binaurally with Diva 9(single-channel adaptive directional microphone mode)and Inteo 9(multi-channel adaptive directional microphone mode).The speech recognition scores were compared as a function of different signal to noise ratios in a diffuse environment.Results The SNR of L50 of single-channel adaptive directional microphone mode was 0.63 dB and that of multi-channel adaptive directional microphone mode was-4.63 dB.There was significant difference between the two microphone setups.Conclusion Multi-channel adaptive directional microphone mode can improve the speech recognition score in noise.