接受聽覺口語法的學前聽力損失兒童社會能力與語言能力之研究

本研究旨在探討接受聽覺口語法的學齡前聽損兒童之社會能力，並探究語言及聽語相關因素與聽損兒童社會能力間的關係。本研究受試者為43名四到五歲聽損兒童，聽損程度橫跨輕到極重度，皆有配戴助聽器或電子耳，並接受聽覺口語法療育課程，其平均聽語療育起始年齡為24個月。研究工具包含「學前兒童社會行為評量系統」及「修訂學前兒童語言障礙評量表」。單一樣本t檢定結果顯示聽損兒童整體社會能力顯著落後於常模之正常發展兒童，而整體問題行為與正常發展兒童無顯著差異。此外，聽損兒童語言能力與聽常兒童之常模亦無顯著差異。進一步以皮爾遜相關係數分析語言能力與社會能力之關聯性，發現不論是社會能力和問題行為皆與語言能力無顯著相關，惟語言理解越好其學習表現也越好。其他背景變項因素則針對年齡（4、5歲）、性別（男、女）、聽損程度（輕到中度、中重到重度、極重度）、輔具配戴年齡（一歲前、一歲後開始配戴）、療育起始年齡（一歲前、一歲後開始療育）等進行差異分析。結果發現年齡、性別及療育起始年齡皆有部分分向度有顯著差異，聽損程度、輔具配戴年齡則無。其中值得注意的是，療育介入時間上五歲兒童的整體社會適應能力與療育起始年齡有顯著差異。總結以上，學齡前聽損兒童在社會能力上有顯著落後，語言能力卻達到與同齡的水準。但療育的起始年齡越早，其社會能力就會越好，表示早期療育對於社會能力發展有一定的影響性。

關鍵字

學齡前聽損兒童；社會能力；聽覺口語法；語言能力；早期療育

並列摘要

The current study aimed to investigate the social competence of preschoolers with hearing loss receiving Auditory-Verbal Therapy (AVT), and to explore the relationship between their social competence and language ability, as well as other background factors. Forty-three preschoolers with hearing loss participated. They were fitted with hearing devices and enrolled in AVT program at 24 months old in average. Social Behavior Assessment System for Preschool and Revised Preschooler Language Assessment were used to assess their social competence and language ability. Results revealed that preschoolers with hearing loss were significantly delayed in social competence, but not in problem behavior domain. Additionally, their language reached age-appropriate performance and did not correlate with either social competence or problem behavior. Except that academic performance in social competence subscale showed better language comprehension led to better academic performance. Regarding other background variables, only age, gender and age at enrollment of early intervention played some role in preschoolers’ social competence, but not age of hearing device fitting and hearing loss degree. One particular interesting finding was that the social competence of those enrolled in the early intervention before one year old scored significantly better compared to those enrolled after one year old. In sum, preschoolers with hearing loss were delayed in social competence compared with preschoolers with no hearing impairments, while they exhibited age-appropriate language performance. Importantly, results showed that the earlier the enrollment of early intervention the better the social competence would be.

並列關鍵字

preschoolers with hearing loss ； social competence ； auditory-verbal therapy ； language performance ； early intervention

參考文獻

翁素珍、洪儷瑜、林寶貴（2006）。聽障違抗兒童之溝通互動能力研究。特殊教育研究學刊，30，155-180。

Rose‐Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111-135. https://doi.org/10.1111/j.1467-9507.1997.tb00097.x

一、中文部分