Do Deaf Children Have a Typical Personality?

Chess, Stella; Fernandez, Paulina

doi:10.1016/s0002-7138(09)60968-7

Cited by 35 publications

(11 citation statements)

References 10 publications

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“…Of the eight children with deafness following rubella, five have psychiatric disorders. This finding is in contrast to Chess and Fernandez (1980) who suggested that there was not an increased rate of disorder in adolescents with CRS and the single impairment of deafness.…”

Section: The P M a H C E Of Psychiatric Diswdercontrasting

confidence: 99%

“…This is in line with the most recent study of psychiatric disorder in Deaf adolescents (Chess & Fernandez, 1980). We used this method in the main study and our assessment of inter-rater reliability confirmed that this was a robust method.…”

Section: Discussionsupporting

confidence: 86%

“…Our earlier study had lead us to conclude that the best way to make psychiatric assessments of signing Deaf children was by using a hearing child psychiatrist working with a sign language interpreter. This is in line with the most recent study of psychiatric disorder in Deaf adolescents (Chess & Fernandez, 1980). We used this method in the main study and our assessment of inter-rater reliability confirmed that this was a robust method.…”

Section: Discussionsupporting

confidence: 86%

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Psychiatric Disorder in Deaf and Hearing Impaired Children and Young People: A Prevalence Study

Hindley

Hill

McGuigan

et al. 1994

Child Psychology Psychiatry

131

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Psychiatric screening questionnaires for deaf children and adolescents were piloted in a group of 62 children, aged 11-16 years, attending a residential school. The questionnaires, Parent's Checklist (PCL) and Teacher's Checklist (TCL) were then used to screen a group of 93 children attending one Deaf School and three Hearing Impaired Units (HIU). Psychiatric assessments were conducted with a highly structured diagnostic interview, the Child Assessment Schedule (CAS). The interview with signing deaf children was conducted with a sign language interpreter. The prevalence of psychiatric disorder in the whole group was 50.3%, 42.4% in the group attending the Deaf School and 60.9% for the group attending the HIUs. An aetiological model of psychiatric disorder in this group is proposed.

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Section: The P M a H C E Of Psychiatric Diswdercontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 86%

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Psychiatric Disorder in Deaf and Hearing Impaired Children and Young People: A Prevalence Study

Hindley

Hill

McGuigan

et al. 1994

Child Psychology Psychiatry

131

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“…In part, that situation may be a result of the sensitivity of the issue, given a history in which deaf individuals were described as impulsive, egocentric, and lagging in moral development (e.g., Altshuler, Deming, Vollenweider, Rainer, & Tendler, 1976;Chess & Fernandez, 1980;Nass, 1964). Yet the lack of an evidence base with regard to the origins of social maturity among deaf learners means that parents and educators are unable to deal with it in any systematic fashion, with potentially negative implications for peer socialization (Caldarella & Merrell, 1997;Punch & Hyde, 2011), academic achievement (Antia et al, 2002), and later employment (Kelly, Quagliata, DeMartino, & Perotti, 2016).…”

Section: Discussionmentioning

confidence: 99%

Social Maturity and Executive Function Among Deaf Learners

Marschark

Kronenberger

Rosica

et al. 2016

J. Deaf Stud. Deaf Educ.

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Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains.

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“…They conducted the study with children who are DHH in early elementary school (ages 8, 9, and 10 years old), and found that the impulsivity of children who are DHH remains as they mature, whereas the impulsive tendencies of children with NH become more controlled over time. Their outcomes have been repeatedly documented in later studies (Altshuler, Deming, Vollenweidner, Rainer, & Tendler, 1976;Barker, Quittner, Fink, Eisenberg, Tobey, Niparko, & The CDaCI Investigative Team, 2009;Chess & Fernandez, 1980;Dye, Hauser, and Bavelier, 2008;Eabon, 1984;Harris, 1978;Khan, Edwards, & Langdon, 2005;Mitchell & Quittner, 1996;O'Brien, 1985;Parasnis, Samar, & Berent, 2003;Quittner, Smith, Osberger, Mitchell, & Katz, 1994;Sporn, 1997).…”

Section: Children Who Are Dhh Language and Executive Functionsmentioning

confidence: 86%

Language Skills, Oral Narrative Production, and Executive Functions of Children Who Are Deaf or Hard of Hearing

Park¹

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Do Deaf Children Have a Typical Personality?

Cited by 35 publications

References 10 publications

Psychiatric Disorder in Deaf and Hearing Impaired Children and Young People: A Prevalence Study

Psychiatric Disorder in Deaf and Hearing Impaired Children and Young People: A Prevalence Study

Social Maturity and Executive Function Among Deaf Learners

Language Skills, Oral Narrative Production, and Executive Functions of Children Who Are Deaf or Hard of Hearing

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