[Follow up study on auditory development of congenital hearing-impaired infants and toddlers].

ABSTRACT

OBJECTIVE: To study the characteristics of auditory ability development in hearing-impaired infants and toddlers under home-based early intervention, and provide the theoretical basis for the development of rehabilitation and assessment strategies. METHODS: The clinical data was collected from subjects from 5 provinces between 2012 and 2014 in China. A total of 80 subjects were enrolled and divided into 2 groups with 1 year interval according to chronological age. Initials, finals and disyllable words in Auditory Ability Test were used to assess the auditory development before intervention (0 month) and after intervention (6, 12, 18, 24 months). Data was analyzed by repeated measures analysis of variance. RESULTS: In 1 age group and 2 age group, the main effect of recovery time and chronological age were significantly different in initials, finals and disyllable (P<0.05). The recognition ability of initials, finals and disyllable words in 1 age group were less than 2 age group at 6- and 12-month after early intervention (P<0.05). After 2 years hearing intervention and rehabilitation, the recognition rates of initials, finals and disyllable words were 88%±11%, 90%±11% and 92%±9%, respectively. 18%, 30% and 47%, respectively, hearing-impaired children achieved full score in initials, finals and disyllable words. 70% hearing-impaired children reached more than 90% recognition ability in initials, finals and disyllable words. CONCLUSIONS: The chronological age and recovery time are principle factors for auditory development in hearing-impaired children; 70% hearing-impaired children have reached grade A after 2 years hearing intervention and rehabilitation, and performed well in hearing identification and speech intelligibility.