聽語復健編序教材之發展研究

A Study on the Programmed Teaching Materials of Speech and Hearing Rehabilitation for Hearing Impaired Children

林寶貴(Grace Bao-Guey Lin) ； 錡寶香(Bao-Shiang Chi) ； 黃玉枝(Yu-Shih Huang) ； 蘇芳柳(Fang-Liou Su) ； 韓福榮(Fu-Jong Han) ； 蔡瑞美(Rei-Mei Tsai) ； 蔡明伶(Ming-Ling Tsai) ； Mei-Ling Chen ； Li-Hwei Lin

《聽語會刊》 13期 (1998/06) Pp. 24-35

https://doi.org/10.6143/JSLHAT.1998.06.03

摘要

過去十年來，為聽障者設計、開發的輔助科技有顯著的進步。助聽器性能的改善，人工電子耳值入術及佩戴式觸覺助聽器等科技產物的引進，使聽障兒童的口語、聽能、讀話技巧有了很大的變化。1990年6月美國食品醫樂管理局(The Food & Drug Adminis-tration, FDA)已經認可兒童使用22位元人工電子耳值入術。因此，今後可能越來有越多的兒童接受人工電子耳值入術。這意昧著啟聰教育的教師們及聽能治療師有必要認識人工電子耳的值入術以便指導學生如何正確使用它、維護它。
聽障兒童在配戴助聽器或接受人工電子耳值入術後，並不能代表馬上可以恢復正常聽力，可以像正常聽人一樣產生正常的聽覺功能與語言發展，必須接受一段時間的聽能與口語訓練後，才能慢慢產生聽覺上的復健及自我的表達能力。因此本研究旨在設計、發展一套聽能訓練及口語訓練（含聽能、讀話及說話訓練）的編序教材，以幫助聽語治療師及歐聰教育教師實施聽能訓練及口語訓練，促進兒童人工電子耳值入手術後的聽語復健。
本研究分三年（三階段）進行，第一階段發展聽能訓練、讀話訓練、說話訓練編序教材之行為目標細目、檢核手冊。第二階段建立體能訓練、讀話訓練、說話訓練行為目標細目電腦資料庫軟體，並根據此三種行為目標細目設計聽能訓練、讀話訓練、說話訓練編序教材之教學活動設計。第三階段進行編序教材對使用不同聽能輔助器（助聽器與人工電子耳）兒童之適用性實驗。三年完成後，將可建立一套臨床上可供語言治療師、聽能治療師、啟聰教育教師實施聽語復健用的編序進階教材。

並列摘要

During the last decade, the technology of assistive hearing devices for hearing-impaired children has improved significantly. Improvements in hearing aids and the introduction of cochlear implants and wearable tactile aids for children have made spoken language available to more deaf children and have changed the techniques for teaching listening and speaking skills. In June 1990, the Food and Drug Administration approved the Nucleus 22 channels cochlear implant for use with children. As a result, it is expected that more children will be implanted and, consequently that the teachers and audiologists in the schools in which they are enrolled will need to learn to manage the devices. Since the Nucleus 22 cochlear implant does not restore normal bearing, children will continue to need instruction in auditory, speech-reading, and speech training.
The purpose of this study is to develop a programmed teaching materials of auditory training, speech training, and speech reading in language rehabilitation for the hearing impaired children. The results will provide the educators, audiologist, speech therapist and parents with a auditory skills, lip reading, and speech training curriculum. This study will be focus on developing the auditory/speech reading/speech training objectives & assessment criterion of the curriculum. The second year has focused on designing the teaching activities of three kinds of curriculum. The third year has conducted a pretest-posttest nonequivalent groups design experiment to see what's the difference in these three areas of language abilities after a year of training between children will the cochlear implanted group and the hearing aids group.