Middle Eastern Journal of Disability Studies

fa مروری بر برنامه‌های تربیت شنوایی رایانه‌محور A Review of Computer-Based Auditory Training Program توانبخشی Rehabilitation مقاله مروری کوتاه Mini Review Article چکیده زمینه و هدف: اختلال در ارتباط، از پیامدهای ناشنوایی است که از بدو پیدایش شنوایی‌شناسی با نصب دستگاه‌های تقویت‌کننده و توان‌بخشی شنوایی با آن مبارزه می‌شود. پیشرفت در برنامه‌های شنوایی‌شناسی و توان‌بخشی منجربه ظهور برنامه‌های تربیت شنوایی رایانه‌محور شده است. هدف این پژوهش، مروری بر برنامه‌های تربیت شنوایی رایانه‌محور بود. روش‌بررسی: پژوهش حاضر، از نوع مطالعات توصیفی و از نظر روش اجرا، از نوع مروری بود. برای جست‌وجو و انتخاب پژوهش‌های مرتبط از پروتکل Scoping استفاده شد. پایگاه‌های اطلاعاتی پابمد و گوگل اسکولار با استفاده از ترکیب‌های مختلف کلمات کلیدی، با کلیدواژه‌های فارسی و انگلیسی کم‌شنوایی، سمعک، کاشت حلزون، رایانه‌محور، اپلیکیشن‌محور، برنامه‌های تربیت شنوایی و یادگیری شنیداری جست‌وجو شدند. با مروری بر پیشینه، بازیابی ۱۸۰ مطالعه صورت گفت و باتوجه به معیارهای ورود و خروج و حذف مقالات تکراری با بررسی ۱۲۴ چکیدهٔ مقاله و سپس جست‌وجوی پیشرفتهٔ گوگل در وب‌سایت‌های مرتبط با برنامه‌های تربیت شنوایی، دوازده برنامهٔ تربیت شنوایی رایانه‌محور بررسی شد. دراین‌بین براساس میزان بررسی و اهمیت در پیشینه، پنج برنامهٔ تربیت شنوایی رایانه‌ای برای کودکان ناشنوا در فهرست نهایی قرار گرفت. یافته‌ها: پنج برنامهٔ تربیت شنوایی رایانه‌محور برای مرور کلی شناسایی شد. ارائهٔ بیست‌ونه ویژگی اطلاعاتی برای هریک از پنج برنامه صورت گرفتکه براساس اطلاعات کلی محصول و خرید، ویژگی‌های طراحی پارادایم‌های آموزشی، اهداف شنیداری و ارتباطی طبقه‌بندی شدند. نتیجه‌گیری: درمجموع تربیت شنوایی رایانه‌محور به‌عنوان درمانی از راه دور، برای توان‌بخشی شنیداری مبتنی‌بر رایانه با ایجاد محیط جذاب آموزشی و فضاهای متنوع در کنار سایر مداخلات توان‌بخشی و آموزش مستقیم، می‌تواند تأثیرات مثبتی بر مهارت‌های شنیداری و ارتباطی کودکان ناشنوا داشته باشد. Abstract Background & Objectives: Communication disorder is a consequence of deafness, which has been tackled since the beginning of audiology by installing hearing aids and hearing rehabilitation. Advances in audiology and rehabilitation programs have led to the emergence of computer–based auditory training programs. Several computer–based rehabilitation programs for hearing loss have been designed and put forward in foreign markets. However, only a handful of them have documented efﬁcacy measures. Those documented ones are mostly computer–based auditory training programs (CBATPs) for adults. Today's technology and electronic gadgets are not limited to adults. Children are adept at using gadgets, especially for gaming and learning. Although there are several CBATPs for children with hearing loss in the foreign market, their efﬁcacy is not well documented. A careful assessment of the existing programs and their structure is the ﬁrst step towards underpinning the evidence of the benefits of CBATPs for children. So, this study aimed to investigate the brands and characteristics of computer–based auditory training programs available abroad for deaf children. Methods: This research is a scoping review study in which all articles published from April 2000 to the end of March 2022 were investigated. The review process in this study involved searching databases using different combinations of keywords. The databases searched were PubMed and Google Scholar. The keywords used for the search were "hearing loss," "hearing impairment," or "hearing aid,” "cochlear implant" and "auditory training," or "auditory rehabilitation,” "auditory therapy" or "auditory learning," and "computer–based,” "app–based," or "software" or "computer–based auditory training,” "CBAT," or "computer–assisted aural rehabilitation." This traditional database search approach proved to be a highly inefficient means to answer our research question: What CBAT programs are available for use by a deaf child in foreign markets? Despite careful attention to search terms and retrieving many studies, a few addressed descriptions of or research about particular products. In total, the abstracts of 124 articles were reviewed. Out of these, only a handful of items were valuable. Then, a more appropriate method was used to obtain the answer to the research question. Next, 12 computer–based auditory training programs were identified from the background review. A frequency count was performed to determine the number of times each computer–based hearing training program was reviewed to determine each program's importance. The names of the 12 programs were searched using exact phrases in Google's "advanced search" limiters. Also, the websites of three main cochlear implant manufacturers were searched: Adonis Bionics Corporation, Cochlear Corporation, and Med–EL. Finally, five products were identified. Results: To review commercially available computer–based auditory training programs, the authors followed the framework used by Zhang, Miller, and Campbel. Twenty–nine features of the programs discussed were grouped into three categories: general product and purchase information, design features of educational samples, and listening and communication goals. The following programs were selected for review after an extensive search on Google: Angel Sound Training, Otto's World of Sounds, programs offered by Advanced Bionics, programs offered by MED–EL, and programs offered by Cochlear. Existing business programs cover many aspects of auditory training through various stimuli and activities. They also have activities for different age groups. However, there is no evidence to prove their effectiveness. It is very important to choose an appropriate measurement criterion to quantify the improvements resulting from the treatment accurately. Conclusion: In general, computer–centered auditory training as a teleintervention for computer–based auditory rehabilitation can positively affect the auditory and communication skills of deaf children by creating an attractive educational environment and diverse spaces along with other rehabilitation and direct education interventions. برنامه‌های تربیت شنوایی, توان‌بخشی شنوایی, رایانه‌محور, نرم‌افزار Auditory training programs, Auditory rehabilitation, Computer–based, Software 163 163 http://jdisabilstud.org/browse.php?a_code=A-11-3138-1&slc_lang=fa&sid=1 Maryam Yaribakht مریم یاری بخت m.yaribakht@yahoo.com 100319475328460060564 100319475328460060564 No PhD Student, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran دانشجوی دکتری روان‌شناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران Guita Movallali گیتا موللی gi.movallali@uswr.ac.ir 100319475328460060563 100319475328460060563 Yes Associate Professor, PhD, Psychology & Education of Exceptional Children, Pediatric Neurorehabilitation Research Center, USWR University, Tehran, Iran دانشیار گروه روان‌شناسی و آموزش کودکان استثنایی، مرکز تحقیقات توان‌بخشی اعصاب اطفال، دانشگاه علوم توان‌بخشی و سلامت اجتماعی، تهران، ایران Samira Vakili سمیرا وکیلی Samira.Vakili@srbiau.ac.ir 100319475328460060565 100319475328460060565 No Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran استادیار گروه روان‌شناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران