PDF(Pubmed)
Abstract：
BACKGROUND: A primary goal of early intervention is to assist children in achieving age-appropriate language skills. The amount of intervention a child receives is ideally based on his or her individual needs, yet it is unclear if language ability impacts amount of intervention and/or if an increased frequency of intervention sessions results in better outcomes. The purpose of this study was to determine the relationship between the frequency of early intervention sessions and vocabulary outcomes in young children with hearing loss.
METHODS: This was a longitudinal study of 210 children 9 to 36 months of age with bilateral hearing loss living in 12 different states. Expressive vocabulary skills were evaluated using the MacArthur-Bates Communicative Development Inventories.
RESULTS: A higher number of intervention sessions reported at the first assessment predicted better vocabulary scores at the second assessment, and more sessions reported at the second assessment predicted better scores at the third assessment. For each increase in the number of sessions reported, there was a corresponding, positive increase in vocabulary quotient. In contrast, children\'s vocabulary ability at an earlier time point did not predict intervention session frequency at a later point in time.
CONCLUSIONS: A significant prospective effect was apparent with more therapy sessions resulting in improved vocabulary scores 9 months later. These findings underscore the importance of early intervention. Pediatricians and other health care professionals can help apply these findings by counseling parents regarding the value of frequent and consistent participation in early intervention.
METHODS: This was a longitudinal study of 210 children 9 to 36 months of age with bilateral hearing loss living in 12 different states. Expressive vocabulary skills were evaluated using the MacArthur-Bates Communicative Development Inventories.
RESULTS: A higher number of intervention sessions reported at the first assessment predicted better vocabulary scores at the second assessment, and more sessions reported at the second assessment predicted better scores at the third assessment. For each increase in the number of sessions reported, there was a corresponding, positive increase in vocabulary quotient. In contrast, children\'s vocabulary ability at an earlier time point did not predict intervention session frequency at a later point in time.
CONCLUSIONS: A significant prospective effect was apparent with more therapy sessions resulting in improved vocabulary scores 9 months later. These findings underscore the importance of early intervention. Pediatricians and other health care professionals can help apply these findings by counseling parents regarding the value of frequent and consistent participation in early intervention.
摘要：
背景：早期干预的主要目标是帮助儿童实现适合年龄的语言技能。儿童接受的干预量最好是基于他或她的个人需求，然而,目前尚不清楚语言能力是否会影响干预的数量和/或干预次数的增加是否会导致更好的结果.这项研究的目的是确定听力损失幼儿早期干预课程的频率与词汇结果之间的关系。
方法：这是一项针对210名9至36个月大的双侧听力损失儿童的纵向研究，这些儿童生活在12种不同的状态。使用麦克阿瑟-贝茨交流发展清单评估了表达性词汇技能。
结果：第一次评估报告的干预课程数量越多，第二次评估的词汇分数就越高。在第二次评估中报告的更多课程预测在第三次评估中得分更好。报告的会议次数每增加一次，有一个相应的，词汇量正增加。相比之下,儿童在较早时间点的词汇能力不能预测较晚时间点的干预会话频率.
结论：9个月后，更多的治疗疗程可改善词汇评分，具有显著的前瞻性效果。这些发现强调了早期干预的重要性。儿科医生和其他医疗保健专业人员可以通过咨询父母关于频繁和持续参与早期干预的价值来帮助应用这些发现。
方法：这是一项针对210名9至36个月大的双侧听力损失儿童的纵向研究，这些儿童生活在12种不同的状态。使用麦克阿瑟-贝茨交流发展清单评估了表达性词汇技能。
结果：第一次评估报告的干预课程数量越多，第二次评估的词汇分数就越高。在第二次评估中报告的更多课程预测在第三次评估中得分更好。报告的会议次数每增加一次，有一个相应的，词汇量正增加。相比之下,儿童在较早时间点的词汇能力不能预测较晚时间点的干预会话频率.
结论：9个月后，更多的治疗疗程可改善词汇评分，具有显著的前瞻性效果。这些发现强调了早期干预的重要性。儿科医生和其他医疗保健专业人员可以通过咨询父母关于频繁和持续参与早期干预的价值来帮助应用这些发现。
