Application Of Orff Music Intervention In Preschool Children With Hearing Impairment

Objective The experiment aims at exploring the effect of the Orff music intervention on auditor,speech rehabilitation,emotional behaviors and social adaptability of preschool children with hearing impairment,at same time in order to provide theoretical basis for rehabilitation of preschool children with hearing impairment.Methods The convenience sampling method was used to select 68 preschool hearing-impaired children from November 2018 to June 2019 in the Auditory and Speech Rehabilitation Department of the Ningxia Rehabilitation Center for the Disabled.This experiment divided them into intervention group and control group which had 34 cases in each group in a random way.The control group was given routine rehabilitation education courses,and the intervention group was based on the routine rehabilitation education courses plus a six-months Orff music intervention courses for twice a week and 30 minutes each time.Before intervention,2 months,4 months,and 6 months after intervention,Evaluation Criteria and Methods for Auditory and Speech Abilities Assessment of Hearing-impaired Children,and Strengths and Difficulties Questionnaire(SDQ)were used to evaluate the children’s hearing,speak,and emotional and behavioral problems.Before intervention and 6 months after intervention,Infant-Junior High School Students’Social Ability Scale was used to evaluate the social life abilities.ResultsA total of 64 people had completed the intervention in this study,33 in the intervention group and 31 in the control group.1.Auditory Ability1.1 The results of generalized estimation equation indicated that the scores of auditory ability of the group effect,time effect,and interaction effect between two groups were statistically significant(P<0.01);1.2 After 2 months,4 months and 6 months of intervention,the scores of auditory ability in the intervention group were higher than those in the control group,and the differences were statistically significant(P<0.01);1.3 The time comparison of auditory ability showed that the scores before the intervention were lower than those after 2,4,and 6 months,and the scores after 2 months were lower than those after 4 and 6 months.The differences were statistically significant(P<0.05).There was no statistical difference between the 4-month intervention and the 6-month intervention(P>0.05).2.Speech Ability2.1 The results of generalized estimation equation indicated that the scores of speech ability of the group effect,time effect,and interaction effect between two groups were statistically significant(P<0.01);2.2 After 2 months,4 months and 6 months of intervention,the scores of speech ability in the intervention group were higher than those in the control group,and the differences were statistically significant(P<0.05);2.3 The differences in scores at each time point were statistically significant(P<0.001).2.3 The time comparison of speech ability showed that the scores before the intervention were lower than those after 2,4,and 6 months,and the scores after 2 and 4 months were lower than that after 6 months(P<0.01).There was no statistical significance between the2-month intervention and the 4-month’s(P>0.05).3.Emotional and Behavioral Problems3.1 Comparison of scores in SDQ dimensions3.1.1 The results of generalized estimation equation indicated that the scores of total difficulties,emotional symptoms,peer problems and prosocial behaviors of the group effect,time effect,and interaction effect between two groups were statistically significant(P<0.05).The scores of conduct problems of the group effect and interaction effect between two groups were statistically significant(P<0.01).The scores of hyperactivity/inattention of the group effect and time effect between two groups were statistically significant(P<0.001).3.1.2 After 2 months,4 months and 6 months of intervention,the scores of total difficulties,conduct problems,hyperactivity/inattention,peer problems and prosocial behaviors in the intervention group were statistically significant compared with the control group(P<0.05).After 4 months and 6 months of intervention,the scores of emotional symptoms in the intervention group were statistically significant compared with the control group(P<0.01).3.1.3 The scores of total difficulties and hyperactivity/inattention before intervention were higher than those after 2,4 and 6 months.The scores of emotional symptoms before intervention were higher than 6-month’s.The differences were statistically significant(P<0.05).3.2 Comparison of the detection rates of SDQ3.2.1 The results of generalized estimation equation indicated that the detection rates of emotional symptoms of the group effect,time effect,and interaction effect between two groups were statistically significant(P<0.001).The detection rates of total difficulties of the group effect,and time effect between two groups were statistically significant(P<0.001).The detection rates of conduct problems of the interaction effect between two groups were statistically significant(P<0.05).The detection rates of peer problems and prosocial behavior of the group effect and interaction effect between two groups were statistically significant(P≤0.05).3.2.2 Further compare the detection rates of different groups at the same time.The total difficulties detection rate was lower in the intervention group than in the control group at2-months intervention(χ~2=6.209,P<0.05).The detection rate of peer problems and prosocial behavior of intervention group was lower than that of control group at 2 months,4 months and 6 months(P<0.05).4.Social Life AbilitiesThere was no statistical difference in the scores of the social life abilities of the two groups of children before the intervention(P>0.05).After the intervention,the scores of the intervention group were higher than the control group in the total standard score,total rough score,communication,operation,self-direction and locomotion(P<0.05).There was no significant difference between the intervention group and the control group in scores of socialization and self-help(P>0.05).Conclusions1.Orff music intervention can improve auditory and speech abilities of preschool children with hearing impairment.2.Orff music intervention can improve the their emotion,behavior and their social life abilities and can help the rehabilitation of pre-school hearing-impaired children.