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目的:通过对婴幼儿进行多种客观听力测试方法的结合应用,探讨婴幼儿听力障碍的诊断方法和程序,了解婴幼儿听力损失发病状况,及早确定听损伤程度,早期进行科学有效干预。方法:收集2007年3月～2008年3月在该院耳鼻喉科门诊就诊要求检测听力的117例婴幼儿,年龄3个月～8岁之间。在经耳鼻喉科常规检查后,进行听力客观检查,包括ABR、40Hz-AERP、ASSR、OAE、声导抗等技术予以综合测试、诊断,并对永久性听力损失提出早期干预方案。结果:117例婴幼儿中有70例被最终诊断存在听力障碍,占总数的59.8%,其中,极重度聋儿45例占确诊人数的64.3%(45/70),中重度17例占24.3%(17/70),轻度8例占11.4%(8/70),传导性聋9例占12.9%(9/70),感音神经聋61例占87.1%(61/70),双耳发病56例占80.0%(56/70),单耳14例占20.0%(14/70)。结论:利用先进的听力评估手段,结合多种客观测试可以相互印证,综合评估。对低龄儿童早期明确诊断,有效地避免漏诊和误诊,以便早期进行科学干预。
OBJECTIVE: To explore the methods and procedures for the diagnosis of hearing impairment in infants and young children through a combination of objective and objective listening tests for infants and young children. To understand the prevalence of hearing loss in infants and young children and to determine the degree of hearing impairment as early as possible, and to conduct scientific and effective interventions early. Methods: From March 2007 to March 2008, 117 infants and toddlers who required hearing tests in otolaryngology clinics of the hospital were collected. Their ages ranged from 3 months to 8 years. After the otolaryngology routine examination, to carry out objective examination of hearing, including ABR, 40Hz-AERP, ASSR, OAE, acoustic conductivity and other techniques to comprehensive testing, diagnosis, and early hearing loss for early intervention programs. Results: Of the 117 infants and young children, 70 were diagnosed with hearing impairment at final diagnosis, accounting for 59.8% of the total. Among them, 45 (70%) were diagnosed with severe deafness (45.3%), 17 (24.3% (17/70), mild (8 cases) accounted for 11.4% (8/70), conductive hearing loss (9 cases) accounted for 12.9% (9/70), sensorineural hearing loss 56 cases accounted for 80.0% (56/70) and 14 cases (14/70) single ear. Conclusion: The use of advanced means of hearing assessment, combined with a variety of objective tests can confirm each other, a comprehensive assessment. Early diagnosis of young children early to effectively avoid missed diagnosis and misdiagnosis for early scientific intervention.