Strengths and difficulties in children with cochlear implants – Comparing self-reports with reports from parents and teachers

Anmyr, Lena; Larsson, Knut; Olsson, Mariann; Freijd, Anders

doi:10.1016/j.ijporl.2012.04.009

Cited by 38 publications

(56 citation statements)

References 92 publications

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“…In this sense, SLH specialist and classroom-teacher assessments did not reflect a clear existence of behavioral problems in implanted children. Similar results were obtained in other studies (Anmyr et al 2012;de Giacomo et al, 2013) in which it was suggested that the implanted children had similar adaptive behaviors to those of their hearing peers.…”

Section: Discussionsupporting

confidence: 90%

“…On the other hand, the possible consequences derived from communication difficulties of children with cochlear implants and the possible effects on their development (Calderón & Greenberg, 2003;Quittner, Leibach, & Marciel, 2004;Stevenson, Kreppner, Pimperton et al, 2009), has led these authors to suggest that there are more behavioral problems in implanted students than in their hearing classmates (Anmyr, Larsson, Olsson, and Freijd, 2012;Worsfold & Kennedy, 2015;Vostanis, Hayes, Du Feu, & Warren, 1997).…”

Section: Introductionmentioning

confidence: 99%

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Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Rosa

Pérez‐Jorge

JIménez³

et al. 2017

GJHS

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Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Rosa

Pérez‐Jorge

JIménez³

et al. 2017

GJHS

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“…They lived in central and northern Sweden, and were subset of a project previously reported by Anmyr et al [29,30]. Those eligible for the study were 9 or 12 years old and had a cochlear implant.…”

Section: Participantsmentioning

confidence: 99%

Sense of coherence, social networks, and mental health among children with a cochlear implant

Anmyr

Olsson

Freijd

et al. 2015

International Journal of Pediatric Otorhinolaryngology

Self Cite

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“…A total difficulties score, which sums items on the 4 problem subscales (all domains except prosocial behavior) was used as the outcome of interest. In our analysis, the difficulties scores ranged from 0–40 and were categorized as normal (0–15), borderline (16–19), or abnormal (20–40) as in previous studies of mental health assessments of children (Anmyr et al, 2012). Abnormal and borderline individual domain scores were combined into a single outcome due to small numbers.…”

Section: Methodsmentioning

confidence: 99%

Parent Physical and Mental Health Comorbidity and Adolescent Behavior

Gargano

Locke

Brackbill

2017

Int J Emerg Ment Health

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The objectives of this study were to ascertain behavioral outcomes 10–11 years after 9/11 in adolescents ages 11–18 years (0–8 years old at the time of 9/11) enrolled in the World Trade Center Health Registry (Registry), and relate these outcomes to their 9/11-exposures and to parent health. Behavioral difficulties among adolescents were assessed using the adolescent-reported Strengths and Difficulties Questionnaire (SDQ). Parental post-traumatic stress disorder (PTSD) was assessed using a 9/11-specific PTSD Checklist-Civilian Version, a cut-off score of 44 or greater was considered probable PTSD. Multivariable logistic regression was used to estimate associations of 9/11-exposure and parental health with abnormal/borderline SDQ scores, adjusting for demographic variables that were significantly associated with the SDQ score in bivariate analyses. Of the 449 adolescents, 12.5% (n=56) had abnormal/borderline SDQ scores. In the multivariable model, adolescents with severe/ moderate 9/11-exposures were 2.4 times more likely to have abnormal/borderline SDQ scores compared to adolescents with mild 9/11-exposures (95% Confidence Interval (CI): 1.1–6.4). Adolescents who had a parent with 9/11-related PTSD and at least one comorbid chronic condition were 4.2 times more likely to have abnormal/borderline SDQ scores compared to adolescents with a parent who had no reported chronic health conditions. Adolescents whose parent reported 14 or more poor mental health days in the preceding 30 days were 3.4 times more likely to have abnormal/borderline SDQ scores (95% CI: 1.2–9.5) The finding that parents’ health appears to influence adolescent behavior problems 10–11 years following a disaster may have implications for healthcare practitioners and disaster response planners.

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Strengths and difficulties in children with cochlear implants – Comparing self-reports with reports from parents and teachers

Cited by 38 publications

References 92 publications

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

Sense of coherence, social networks, and mental health among children with a cochlear implant

Parent Physical and Mental Health Comorbidity and Adolescent Behavior

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