通过学龄前语言量表识别使用口语的聋/重听儿童的发育迟缓

文献信息

中文摘要

背景： 标准化语言测试用于指导使用口语的聋和重听（D/HH）儿童获得言语-语言服务的资格。这些测试必须足够敏感，以在关键的早期窗口期内检测出迟缓。临床医生注意到，学龄前语言量表第五版（PLS-5）可能对年幼D/HH儿童的口语迟缓缺乏敏感性，存在漏识别而未能干预的风险。方法：我们回顾性比较了39名使用助听器和/或人工耳蜗的儿童的PLS-5和口语与书面语言量表第二版（OWLS-II）的标准分数。结果：相对于OWLS-II，PLS-5在3岁以下儿童中倾向于产生更高的标准分数，但在3.8岁以上儿童中产生更低的标准分数。结论：临床医生在仅依赖PLS-5来确定年幼D/HH儿童的服务资格时应谨慎。

英文摘要

Standardized language tests guide eligibility for speech-language services in children who are deaf and hard-of-hearing (D/HH) and use spoken language. They must be sensitive enough to detect delays during critical early windows. Clinicians have noted that the Preschool Language Scale-Fifth Edition (PLS-5) may lack sensitivity to spoken language delays in young D/HH children, risking under-identification for intervention. We retrospectively compared standard scores from PLS-5 and Oral and Written Language Scales-Second Edition (OWLS-II) in 39 children using hearing aids and/or cochlear implants. Relative to OWLS-II, PLS-5 tended to yield higher standard scores in children under 3 years but lower standard scores in children older than 3.8 years. Clinicians should use caution when relying solely on the PLS-5 to determine eligibility for services in young children who are D/HH.