Social-Emotional Functioning of Elementary-Age Deaf Children: A Profile Analysis

Vogel-Walcutt, Jennifer J.; Schatschneider, Christopher; Bowers, Clint A.

doi:10.1353/aad.2011.0017

Cited by 22 publications

(14 citation statements)

References 37 publications

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“…Deaf children and hearing children did not differ significantly on the first four constructs but did on the school interest/assertiveness and task orientation constructs. Deaf children also reported more difficulty in making friends [76].…”

Section: Introductionmentioning

confidence: 99%

Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia

AlShammari¹,

Ashankyty²,

Al-Mowina³

et al. 2014

EDUCATION

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Background: To date, studies of deaf student's perceptions using a multidimensional self-report instrument to measure their overall social-emotional adjustment in private educational establishments in the western world are few, especially between the ages of 15-21. In terms of Saudi Arabia studies both cross-sectional and longitudinal are few on the social-emotional function of deaf students. We chose to look at standardized surveys of students' perceptions to provide a multidimensional picture of the social-emotive function of the students who are deaf or hard of hearing (SDHH) in a university and high school in Saudi Arabia. In the following sections we (a) Describe a framework for measuring social emotive perceptions for students in Saudi Arabia. (b) Review the social emotive status of students that are deaf or hard of hearing (SDHH) by their perceptions. (c) Review the factors contributing to SDHH social-emotive status. Methods: A cross sectional study was carried out on seventy female students of ages 15-18 and 18-21 with varying degrees of sensor neural deafness. This was carried out by interviews of the students to answer our objectives. Results and Discussion: A high significant number of students surveyed in our study were happy with themselves and satisfied with their situation in the private setting both in the university and the high school. The majority of female SDHH in this study, however, perceived barriers when communicating and got embarrassed when speaking with people that did not understand them. Conclusion: This study has aided our understanding of the social-emotive factors perceived by SDHH in the private setting. The SDHH in this study had positive attitudes towards achieving their goals, making friends and their well being and this could be encouraged in the future by teachers and parents. A number of SDHH in this study did not know of the government support available to them. More workshops to educate the students on the government services available and how to receive them would aid in this.

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Section: Introductionmentioning

confidence: 99%

Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia

AlShammari¹,

Ashankyty²,

Al-Mowina³

et al. 2014

EDUCATION

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“…In a survey of 111 Swedish deaf and hard-of-hearing children, Mejstad, Heiling, and Svedin (2008, 2009) found that teachers' ratings of students’ social competence were significantly lower than those offered by the students and their parents (McFayden-Ketchum & Dodge, 1998); the latter two did not differ from each other. Vogel-Walcutt, Schatschneider, and Bowers (2011) conducted a profile analysis of teachers’ ratings, parents’ ratings, children’s self-reports, children interviews, and researcher observations. Responses from 20 deaf and 20 hearing children aged 8–11 years were organized into six different constructs: externalizing behaviors, internalizing behaviors, social skills, loneliness, school interest/assertiveness, and task orientation.…”

Section: Introductionmentioning

confidence: 99%

Do you see what I see? School perspectives of deaf children, hearing children and their parents☆

Marschark

Bull

Sapere

et al. 2012

European Journal of Special Needs Education

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Perspectives on academic and social aspects of children's school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children's friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children’s having deaf parents, attending a school for the deaf, and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.

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“…On the other hand, it is known that deaf people are a linguistic minority (Martins, 2012), which means that the differences arising between deaf and hearing individuals can increase as they belong to two different cultures, which differ both by in the matter of language and in specific matters (exclusion, social segregation and limitations). However, this result contradicts strong and Kirk (1938) and Vogel-Walcutt et al (2011). Thus, these differences in the development of a deaf child might be the cause of such deficits, especially since interaction can be limited and the quality of acquisition of social models might be reduced (Marschark, 2018;Matson, 2017), possibly leading to limitations in communication (Gianoto, Gianotto, & Marques, 2016), since the deaf participants of this research come from hearing families.…”

Section: Discussionmentioning

confidence: 62%

Social Skills in Children and Adolescents: Differences Between Deaf and Hearing

Quevedo

Andretta

2020

Paidéia (Ribeirão Preto)

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Deafness results in difficulties in identifying elements of social performance in other people. This study evaluated the social skills of deaf and hearing children and adolescents to draw a profile on the categories of social skills. This is a quantitative, cross-sectional, comparative study. The participants were 122 deaf and hearing children and adolescents, each group containing 61 individuals aged between 7 and 16 years. The instruments used were a sociodemographic questionnaire and the Teste de Habilidades Sociais para Crianças e Adolescentes em Situação Escolar (THAS-C). The results showed deficits in the social skills of deaf children and adolescents compared to hearing. The social skills profiles generally favored the hearing groups, with the exception of the item Conversation and Social Resourcefulness, which favored deaf children. Communicational and developmental differences were considered during the discussion. We stress the need for research with deaf individuals to propose interventions adapted to this population.

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Social-Emotional Functioning of Elementary-Age Deaf Children: A Profile Analysis

Cited by 22 publications

References 37 publications

Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia

Social-Emotional Perceptions of Deaf Students in Hail, Saudi Arabia

Do you see what I see? School perspectives of deaf children, hearing children and their parents☆

Social Skills in Children and Adolescents: Differences Between Deaf and Hearing

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