目的探索聋婴幼儿助听后的认知、交流与言语发育的特征。方法将确诊为先天性重度聋的婴幼儿39例分为 A 组(20例,8个月以前开始助听)和 B 组(19例,8个月以后开始助听)。通过数字摄像机对受试儿童的行动、交流方式及发声进行录音和录像。对两组适应助听器和注视交流成立所需的时间,手指发声及其他言语发育的出现时间等作了统计学分析,并对两组的发声进行了声谱分析。结果适应助听器所需时间、注视交流成立所需时间和手指发声出现时间:A 组分别为(0.5±0.2)个月,(0.6±0.2)个月和(12.1±2.1)个月;B 组分别为:(2.3±0.5)个月,(2.2±0.3)个月和(16.1±4.5)个月;各项成绩 A 组优于 B 组,两组间的差异均有统计学意义。从言语发育分析,两组间过渡喃语出现时间的差异无统计学意义,标准喃语和有意语出现时间的差异有统计学意义。结论早期助听具有适应助听器时间短、易于形成注视交流、手指发声出现早和言语发育良好等特点;提示早期和有效的助听,是激发认知发育和促进言语发育的前提。 Objective To explore the cognitive, communication and speech developmental features of deaf infants after hearing aid. Methods Thirty-nine infants diagnosed with congenital severe deafness were divided into group A (n = 20, hearing aid started 8 months ago) and group B (n = 19, hearing aid started after 8 months). Through the digital camera on the children’s actions, communication methods and voice recording and video recording. The time required for the two groups to adapt to hearing aids and fixation, the onset of finger vocalization and other speech development were statistically analyzed, and the vocal analyzes of both groups were performed. Results The time required for hearing aids was adjusted, the time required for establishing acoustics and the onset of finger vocalization were (0.5 ± 0.2) months, (0.6 ± 0.2) months and (12.1 ± 2.1) months in group A, respectively Were (2.3 ± 0.5) months, (2.2 ± 0.3) months and (16.1 ± 4.5) months respectively. The scores of A group were better than those of B group. The differences between the two groups were statistically significant. From the analysis of speech development, there was no significant difference in the time of transitional murmur between the two groups, and there was significant difference between the time of emergence of standard murmur and that of intentional speech. Conclusion Early hearing aid has the characteristics of short hearing time, easy formation of gazing, early finger vocalization and good speech development. It is suggested that early and effective hearing aids are the prerequisites for stimulating cognitive development and promoting speech development.