啟智學校學生聽力損失出現率初探

陳小娟; 鍾勁; 林珮宇; 呂文琬; 蔡志浩

doi:10.6768/JSE.201206.0001

山西大学，您好！

感谢采购，人社期刊库｜人社论文库，期间：2025/01/01~2025/12/31

感谢试用，科学期刊库｜科学论文库，期间：2025/04/01~2025/06/30

浏览高级检索

关闭
检索检索高级检索出版物检索
浏览期刊主题浏览核心期刊浏览期刊拼音浏览

关闭

查询符号(半角)	查询符号意义说明
空格	表示为「AND」两个查询词之交集
双引号 ( " " )	片语以双引号标示开始及结束，而且只寻找出现顺序相同的字词，例： " image process "
?	表示一个字母切截，输入两个?表两个字母，依此类推，例：输入「Appl?」，查得结果应为appl e , appl y … ( 常用于英文字查询 )
*	表示不限字母切截，由0~n. 例：输入「appl*」，查得结果应为appl e , appl es , appl y , appl ied , appl ication … ( 常用于英文字查询 )
AND、OR、NOT	布尔逻辑组合关键字，用来扩大或缩小查询范围的技巧。 (1) AND ：缩小查询范围 (2) OR ：扩大查询范围(3) NOT：排除不相关的范围

DOI 是数位物件识别码（ D igital O bject I dentifier ）的简称，
为物件在网路上的唯一识别码，可用于永久连结并引用目标物件。

使用DOI作为永久连结

每个DOI号前面加上「 http://dx.doi.org/ 」便成为永久网址。
如以DOI号为 10.5297/ser.1201.002 的文献为例，此文献的永久连结便是： http://dx.doi.org/ 10.5297/ser.1201.002 。
日后不论出版单位如何更动此文献位置，永久连结所指向的位置皆会即时更新，不再错失重要的研究。

引用含有DOI的文献

有DOI的文献在引用时皆应同时引用DOI。若使用APA、Chicago以外未规范DOI的引用格式，可引用DOI永久连结。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。

ACI:

数据来源：Academic Citation Index，简称ACI

台湾最大的引用文献资料库，目前收录台湾与港澳地区所出版的人文学、社会学领域学术期刊之书目资料与参考文献，总期刊量超过690种，每年定期公布收录期刊的影响指数(Impact Factor)等指标给大众，并提供专家学者与学术单位实用的计量与分析功能。

五年影响指数（5-Year Impact Factor）：某一期刊前五年所出版的文章在当年度的平均被引用次数。

公式：（前五年发表论文在统计年的被引用次数）÷（前五年论文产出论文总篇数）

例如：A期刊2017年之五年影响指数

(A期刊2012-2016年发表论文在2017年的被引总次数)/(A期刊2012-2016年发表的论文总数)

什么是预刊文章？

为提供读者最前线之学术资讯，于期刊文献获同意刊登后、纸本印制完成前，率先于网路线上发表之文章即为预刊文章。预刊文章尚未有卷期、页次及出版日期资讯，但可藉由DOI号识别。 DOI号是文献的数位身份证字号，不论预刊或正式出版皆不会改变，读者可点击DOI连结，或于DOI号前面加上「 http://dx.doi.org/ 」连结到文献目前最新版本。

如何引用预刊文章？

请使用预刊文章的线上发表日期及DOI号来引用该篇文献。

引用范例(视不同引文格式规范可能有所差异)：

作者姓名。文章篇名。期刊名称。 YYYY/MM/DD线上预先发表。

doi:DOI 号

来源数据

P1 - 22

社会科学 > 教育学

DOI： 10.6768/JSE

书目管理工具

相关连结

问题回报

全文下载

启智学校学生听力损失出现率初探

A Preliminary Study on the Occurrence of Hearing Loss among Students with Intellectual Disability

陈小娟(Hsiao-Chuan Chen) ；锺劲(King Chung) ；林佩宇(Pei-Yu Lin) ；吕文琬(Wen-Wan Lu) ；蔡志浩(Chih-Hao Tsai)

特殊教育学报； 35 期 (2012 / 06 / 01) ， P1 - 22

繁体中文 DOI： 10.6768/JSE.201206.0001

听力损失；发生率；智障；唐氏症；自闭症； hearing impairment ； prevalence ； intellectual disability ； Down's syndrome ； autism

0 个人觉得这篇文章赞

摘要 │ 参考文献 (23) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

Persons with intellectual-disability have higher prevalence of hearing impairments. Appropriate hearing examination can effectively identify these problems and prevent the possible harmful consequences in communication, learning, and adaption. The purpose of the study was to investigate hearing status of students with intellectual disability, their pass-rates in different hearing related examinations, the prevalence of hearing loss and the correlation between the prevalence and the various categories of classifications. Subjects were 60 intellectual- disabled students, 45 male and 15 female, who attended a special school in Kaohsiung. Their averaged age was 16.37 (SD = 2.32, range = 7 to 20). Otoscopic examination, tympanogram, and distortion product otoacousitc emissions (DPOAE) were administered. If an abnormal test result was found in any of these examinations, a play or behavioral observation pure-tone audiometry followed. Fifty-one subjects successfully completed these examinations and 9 subjects, 15%, could not be tested for at least one test. ”All normal” was defined as no occlusion in the external canal, type A tympanogram, and hearing within normal limits. Normal hearing was considered as either passing the DPOAE or the averaged hearing threshold at 500 and 2kHz was at 25dB or below. Among the 51 subjects, 26 subjects, 51%, were considered all normal, whereas 22.7% had normal hearing but failed at lest one hearing examination. Eleven subjects, 21.6%, were hearing impaired, 26.3% of the males and 7.7% of the females. When different classification was used, 12.0% of all students tested had mild to moderate hearing loss and 30.0% had severe to profound hearing loss. The prevalence of hearing loss was 100% among students with Down syndrome and 16.6% among students without Down syndrome, 25.0% among students with autism and 20.9% among students without autism, 41.7% among students with multiple handicap and 15.4% among students without multiple handicap. The chi-square showed that the prevalence of hearing loss was related to Down syndrome and the presence intellectual-disabled. It was not related to gender or autism. Only one student was known to have hearing loss prior to the test. Ten more students were found to have hearing loss after the test. The above results revealed that the prevalence of hearing loss was high among students with intellectual disabilities and their hearing loss was often masked by the presence of other disabilities. It is hoped that special education schools and government agencies would be aware of the need and the ramifications of hearing loss on communication and learning. Care takers and teachers' awareness about haring loss is important. In addition, establishing educational audiologist positions and regular hearing service programs to these students are urgently needed.

并列摘要〈TOP〉

参考文献 ( 23 ) 〈TOP〉

Evenhuis, H. M. & Nagtzaam, L. M. D. E. (1998). Early identification of hearing and visual impairment in children and adults with an intellectual disability. Retrieved from http://www.iassid.org/pdf/consensir.alg.doc.
American Speech-Language-Hearing Association (2002). Guidelines for Audiology Service Provision in and for Schools. Retrieved from http://www.asha.org/docs/html/GL2002-00005.html
教育部(2009)。特殊教育统计年报。台北市：教育部特殊教育工作小组。
American Speech-Language-Hearing Association (1997). Guidelines for Audiologic Screening. Retrieved from http://www.asha.org/docs/html/GL1997-00199.html
Joint Committee on Infant Hearing. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention. Retrieved from http://www.asha.org/policy

被引用文献 ( 1 ) 〈TOP〉

罗意琪,蔡政道,刘树玉,叶文英,张忆萍,周宝宣,何旭爵,江源泉(2020)。台湾儿童听力筛检指引。台湾听力语言学会杂志，42，15-47。

国际计量

〈TOP〉

E-mail ：

文章公开取用时，将寄通知信至您填写的信箱地址