“It’s a hearing world”: Parents’ perspectives of the well-being of children who are deaf and hard of hearing

Cagulada, Elaine; Koller, Donna

doi:10.1080/14643154.2019.1635297

Cited by 4 publications

(1 citation statement)

References 27 publications

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“…For this reason, implanted students who did not exhibit emotional competence and pro-social behaviours experienced difficulties when developing social and emotional abilities such as being able to distinguish and cope emotions, set and accomplish positive goals, understand the perceptions of others, sustain positive relationships and make responsible decisions; simultaneously, other studies have indicated that children and teenagers who were deaf or hard of hearing were at risk and might experience difficulty in developing social and emotional skills ( Luckner and Movahedazarhouligh, 2019 ). This study's findings regarding the parents of children who used hearing devices needed assistance to improve communication skills to cope with implanted children's threats of social rejection and exclusion ( Wong et al., 2017 ; Cagulada and Koller, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of emotional and psycholinguistic problems in deaf and hard-of-hearing students in the Canary Islands

Rosa

Angulo

2021

Heliyon

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Objectives The current study evaluated deaf and hard-of-hearing students' mental health in terms of emotional and behavioral strengths and difficulties, as measured by the SDQ in the Canary Islands. Furthermore, it evaluated the students’ psycholinguistic abilities using the Spanish version of the ITPA. Methods The Strengths and Difficulties Questionnaire (SDQ) was used to assess school children problems. The Illinois Test of Psycholinguistic Abilities measured student spoken and written linguistic abilities. Results Student self-reports yielded different SDQ scores to parent and teacher reports. Student spoken and written linguistic abilities varied according to ten covariates. Discussion Perceptions about the mental health of children differed according to the groups studied. Perceptions about student abilities in the classroom were different, particularly the ability to reproduce sequences of complex and non-significant figures by memory. Conclusion Two outcomes emerged: a) conduct problems were the SDQ subscale that most distinguished children with cochlear implants from those with hearing aids, and b) tutor and specialist teacher experience appeared as the decisive influencing students’ psycholinguistic abilities.

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Section: Discussionmentioning

confidence: 99%