Type of Document Dissertation Author Vogel-Walcutt, Jennifer J. Author's Email Address firstname.lastname@example.org URN etd-11132007-221623 Title Social-Emotional Assessment of Deaf Children Degree Doctor of Philosophy Department Psychology, Department of Advisory Committee
Advisor Name Title Christopher Schatschneider Committee Chair Clint Bowers Committee Member Ellen Berler Committee Member Janet Kistner Committee Member Stephanie Al Otaiba University Representative Keywords
Date of Defense 2007-09-12 Availability unrestricted AbstractThe social-emotional development of deaf children is an area, though widely discussed and studied, that has yet to provide an accurate understanding of the differences between deaf and hearing children (Edmundson, 2006; Martin & Bat-Chava, 2003; Greenberg, 1980; Marschark, 1993; Lederberg, 1993; Koetitz, 1976). Consequently, the goal of this project was to assess the current scientific literature and articulate the shortcomings of the existing studies in order to develop and execute a study that specifically addresses these weaknesses.
The impact of hearing loss on social-emotional development is equivocal. Multiple reasons may account for the contradictions in the current research including methodological issues, conceptual problems, or different measurement approaches (Kluwin, Stinson, & Colarossi, 2002; Vandell, 1981; Matson, Macklin, & Helsel, 1985; Astington & Baird, 2005).
A multi-dimensional study of children who are deaf using the state-of-the-art questionnaires for children, parents, and teachers, as well as behavioral measures was completed. A profile analysis (Stevens, 2002) compared hearing and deaf children to determine similarities and differences between the groups.
Significant differences were only found in two areas: School interest and on-task behavior such that children who hear normally report more interest in school and teachers of children who hear normally reported greater on-task behavior while the researcher observed greater on-task behavior in children who are deaf. Overall, however, data from this study showed few differences between hearing and deaf children suggesting that their social-emotional adjustment during the elementary years is relatively similar. In future studies, the main areas of concern are sample size, sample diversity, and assessment measures.
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