对于有听力处理障碍的学龄儿童的干预措施:一个范围审查
Jacynthe Bigras1, Josée Lagacé1, Ahmed El Mawazini1
1School of Rehabilitation Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, ON K1N 6N5, Canada.
Healthcare (Basel, Switzerland)
|June 26, 2024
概括
本综述检查了儿童听觉处理 (AP) 障碍的干预措施,发现大多数重点是听觉训练. 需要对儿童如何感知这些干预措施带来的变化进行更多研究.
科学领域:
- 听力学 听力学是指听力学.
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
背景情况:
- 听力处理 (AP) 障碍影响学龄儿童的学习和日常活动.
- 对AP障碍的干预对于解决相关的学习困难至关重要.
- 本综述侧重于正常听力图但有AP困难的学龄儿童,不包括主要的神经疾病.
研究的目的:
- 为了确定对学龄儿童听觉处理障碍的干预措施.
- 为听力学家提供有关干预方案和结果措施的见解.
- 综合当前关于听觉训练和相关疗法的研究.
主要方法:
- 从2006年1月到2023年8月,对同行评审和灰色文献进行系统范围审查.
- 在十个数据库中搜索了英语或法语的研究.
- 包括符合特定参与者标准的干预研究和系统审查 (学龄,正常听力图,AP困难,特定排除).
主要成果:
- 包括42项研究,主要涉及听觉训练 (AT).
- 干预的目标是空间处理,言语倾听,时间处理和语音噪音感知.
- 其他干预措施包括认知/语言培训和辅助设备;结果措施差异很大.
结论:
- 大多数干预措施采用了自下而上的方法,主要是AT.
- 确定了有限数量的自上而下的方法.
- 需要进一步研究结果措施的响应性和儿童对变化的主观经验.
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