Self-perceptions of social relationships in hearing-impaired adolescents.

Stinson, Michael; Whitmire, Kathleen; Kluwin, Thomas N.

doi:10.1037/0022-0663.88.1.132

Cited by 78 publications

(45 citation statements)

References 27 publications

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“…Previous research has suggested that the inclusion of children with learning dif®culties into mainstream schooling may have negative consequences for the self-concept and emotional security (e.g. Santich and Kavanagh, 1997;Stinson et al, 1996). The results of our investigations are relevant to decisions concerning the inclusion of adolescents with learning dif®culties into mainstream schooling.…”

Section: Discussionmentioning

confidence: 83%

Self‐evaluation and social comparison amongst adolescents with learning difficulties

Crabtree

Rutland

2001

Community & Applied Soc Psy

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Two studies are presented which examine self-evaluation in adolescents with learning dif®culties and how these adolescents strategically protect their self-concept through the use of social comparison. Study one involved 145 adolescents with learning dif®culties and the same number of non-disabled adolescents aged between 11 to 16 years. All adolescents completed Harter's`Self Perception Pro®le for Children' (SPPC). No signi®cant overall differences were found between the self-evaluations of the adolescents with learning dif®culties and non-disabled adolescents. In addition, adolescents with learning dif®culties strategically devalued less favourable comparison dimensions and valued more positive comparison attributes. Study two utilized a four condition between-groups design with a sample of 68 adolescents with learning dif®culties. All participants completed the SPPC, but the availability of a social comparison group was systematically varied between conditions. The selfevaluations made by adolescents changed signi®cantly when the social comparison group made available was altered. The ®ndings are discussed with regard to their theoretical implications and in terms of inclusion policies for adolescents with learning dif®culties.

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Section: Discussionmentioning

confidence: 83%

Self‐evaluation and social comparison amongst adolescents with learning difficulties

Crabtree

Rutland

2001

Community & Applied Soc Psy

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“…Studies of the social experiences of deaf school students use terms such as self-perceptions of social relationships (Stinson and Whitmire, 1991;Stinson et al, 1996), social acceptance (Coyner, 1993), peer relatedness and participation (Leigh and Stinson, 1991), and social integration and social participation (Hyde and Power, 2004;Power and Hyde, 2002). These terms describe closely interconnected concepts.…”

Section: Hard-of-hearing Adolescents In Regular Classesmentioning

confidence: 98%

The social participation and career decision-making of hard-of-hearing adolescents in regular classes

Punch¹,

Hyde²

2005

Deafness Educ. Int.

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“…The results are contradictory. Stinson, Whitmire, and Kluwin (1996) noted that self-rated social competence among deaf students decreased with age and degree of mainstreaming. However, they also comment that students with relatively better spoken language skills may experience greater social integration and academic success when they are educated in classrooms with hearing children.…”

Section: The Social Consequences Of Inclusionmentioning

confidence: 99%

Achieving Developmental Synchrony in Young Children With Hearing Loss

Mellon¹,

Ouellette²,

Greer³

et al. 2009

Trends in Amplification

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Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, and vestibular function can enhance student outcomes. Through ongoing evaluation and modification, clearly articulated curricular approaches can serve as a model for early intervention and special education programs. The purpose of this article is to propose an intervention model that combines best practices from a variety of disciplines that affect developmental outcomes for young children with hearing loss, along with specific strategies and approaches that may help to promote optimal development across domains. Access to typically developing peers who model age-appropriate skills in language and behavior, small class sizes, a co-teaching model, and a social constructivist perspective of teaching and learning, are among the key elements of the model. Keywords cochlear implants, children, educational settings The ProblemDespite appropriate amplification and early and intensive intervention, many children with hearing loss continue to lag behind their peers in some aspects of speech and language development, socioemotional and behavioral development, specific areas of cognitive development, and sensory-motor development. Pisoni et al. (2008) assert that significant cortical reorganization has likely already taken place in the brains of young children with hearing loss prior to cochlear implantation because of sensory deprivation. They contend that neural reorganization, particularly in the frontal cortex, affects aspects of speech and language development, other cognitive processes, such as executive function and cognitive control processes, and neural systems. These can explain variance in performance outcomes among children following implantation. Children with cochlear implants have been found to have slower verbal rehearsal speeds, scanning rates, and shorter digit spans when compared with hearing peers despite intelligence in the normal range (Burkholder & Pisoni, 2003), differences the authors attribute to sensory deprivation. Some children with hearing loss now compare favorably with hearing peers in some domains, but r...

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Self-perceptions of social relationships in hearing-impaired adolescents.

Cited by 78 publications

References 27 publications

Self‐evaluation and social comparison amongst adolescents with learning difficulties

Self‐evaluation and social comparison amongst adolescents with learning difficulties

The social participation and career decision-making of hard-of-hearing adolescents in regular classes

Achieving Developmental Synchrony in Young Children With Hearing Loss

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