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使用行为任务来检测正常听力或接近正常听力的14岁以下儿童的听力困难:系统性审查
Hanne Falcone1, Sam Denys1,2, Nicolas Verhaert1,2
1Department of Neurosciences, Research group Experimental Otorhinolaryngology (ExpORL), University of Leuven, Leuven, Belgium.
本综述确定了评估正常听力儿童听力障碍 (LiD) 的行为任务. 由于LiD的复杂性,建议进行全面评估.
科学领域:
- 听力学 听力学是指听力学.
- 发展心理学 发展心理学
- 语音语言病理学 语言病理学
背景情况:
- 听力障碍 (LiD) 即使有正常听力,也会影响儿童.
- 确定有效的行为任务来评估LiD对于及时干预至关重要.
研究的目的:
- 系统地审查和确定最有效的行为任务,以探测正常或接近正常听觉的6-14岁儿童的LiD.
- 评估听觉,认知和语言任务的质量和差异化能力.
主要方法:
- 系统审查PubMed,Embase和Web of Science的研究,直到2025年1月.
- 包括同行评审的病例控制和横截面研究,比较有和没有LiD的儿童.
- 排除患有,综合征或神经病变的儿童;使用ASHA证据水平进行质量评估.
主要成果:
- 47项研究包括2700名儿童 (1803名有LiD),评估了194个行为任务.
- 听觉,认知和语言任务被分类;一些经常研究的任务 (例如,差距检测) 不一定具有更高的区分能力.
- 较少研究的任务,如超细分任务,显示出潜力;整体研究质量中等 (中位数为3/7).
结论:
- 对于在14岁以下的儿童中评估LiD,存在各种各样的行为任务.
- 一个全面的,多学科的评估是必要的,以解决 LiD 的多式联络性质.
- 适度的证据质量和高的变异性需要更严格的研究,以获得可概括的发现.
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