Volume 8, Issue 1 (3-2025)
Iranian Journal of Educational Sociology 2025, 8(1): 121-129 |
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Almasian H, Moghadam K. (2025). Comparison of Emotional-Behavioral Problems and Communication Skills of Students with Congenital (Prelingual) and Acquired (Postlingual) Hearing Loss. Iranian Journal of Educational Sociology. 8(1), 121-129. doi:10.61838/kman.ijes.8.1.12
URL: http://iase-idje.ir/article-1-1494-en.html
URL: http://iase-idje.ir/article-1-1494-en.html
1- Department of the Psychology and Education of Exceptional Children, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Department of the Psychology and Education of Exceptional Children, Central Tehran Branch, Islamic Azad University, Tehran, Iran (Corresponding author).
2- Department of the Psychology and Education of Exceptional Children, Central Tehran Branch, Islamic Azad University, Tehran, Iran (Corresponding author).
Abstract: (258 Views)
Purpose: Although hearing loss is often diagnosed at an early age, it has negative effects on emotional-behavioral problems and communication skill deficits. Therefore, this study aims to compare the emotional-behavioral problems and communication skills of students with congenital hearing loss (prelingual) and those with acquired hearing loss (Postlingual).
Methodology: This study employed a causal-comparative design. The statistical population included 6 to 8-year-old elementary school students from 10 schools for the deaf in Tehran in the year 2023. Using cluster sampling, 40 children with congenital hearing impairment and 40 children with acquired hearing impairment were selected as the sample. The Rutter Parent Questionnaire for Children’s Emotional-Behavioral Problems (1964) and the Matson Parent Form for Social Skills (1983) were administered. The collected data were analyzed using multivariate analysis of variance (MANOVA) and independent t-test, processed with SPSS-23 software.
Findings: The findings indicated a significant difference between the variables of emotional-behavioral problems and communication skills in children with congenital versus acquired hearing loss. Additionally, the results of the independent t-test showed that the average emotional-behavioral problems in children with congenital hearing loss (M = 14.65) were higher than those in children with acquired hearing loss (M = 8.47). However, the average communication skills of children with congenital hearing loss (M = 15.90) were lower compared to those with acquired hearing loss (M = 20.82). Therefore, efforts to improve the well-being of these children should focus on this area.
Conclusion: In general, deafness can lead to emotional, behavioral, and communication difficulties in children. But children born deaf may face long-lasting effects due to their lack of experience and comprehension of hearing. This deficiency can have a detrimental impact on their emotional awareness and relationships with others, resulting in challenges with behavior and emotions.
Purpose: Although hearing loss is often diagnosed at an early age, it has negative effects on emotional-behavioral problems and communication skill deficits. Therefore, this study aims to compare the emotional-behavioral problems and communication skills of students with congenital hearing loss (prelingual) and those with acquired hearing loss (Postlingual).
Methodology: This study employed a causal-comparative design. The statistical population included 6 to 8-year-old elementary school students from 10 schools for the deaf in Tehran in the year 2023. Using cluster sampling, 40 children with congenital hearing impairment and 40 children with acquired hearing impairment were selected as the sample. The Rutter Parent Questionnaire for Children’s Emotional-Behavioral Problems (1964) and the Matson Parent Form for Social Skills (1983) were administered. The collected data were analyzed using multivariate analysis of variance (MANOVA) and independent t-test, processed with SPSS-23 software.
Findings: The findings indicated a significant difference between the variables of emotional-behavioral problems and communication skills in children with congenital versus acquired hearing loss. Additionally, the results of the independent t-test showed that the average emotional-behavioral problems in children with congenital hearing loss (M = 14.65) were higher than those in children with acquired hearing loss (M = 8.47). However, the average communication skills of children with congenital hearing loss (M = 15.90) were lower compared to those with acquired hearing loss (M = 20.82). Therefore, efforts to improve the well-being of these children should focus on this area.
Conclusion: In general, deafness can lead to emotional, behavioral, and communication difficulties in children. But children born deaf may face long-lasting effects due to their lack of experience and comprehension of hearing. This deficiency can have a detrimental impact on their emotional awareness and relationships with others, resulting in challenges with behavior and emotions.
Methodology: This study employed a causal-comparative design. The statistical population included 6 to 8-year-old elementary school students from 10 schools for the deaf in Tehran in the year 2023. Using cluster sampling, 40 children with congenital hearing impairment and 40 children with acquired hearing impairment were selected as the sample. The Rutter Parent Questionnaire for Children’s Emotional-Behavioral Problems (1964) and the Matson Parent Form for Social Skills (1983) were administered. The collected data were analyzed using multivariate analysis of variance (MANOVA) and independent t-test, processed with SPSS-23 software.
Findings: The findings indicated a significant difference between the variables of emotional-behavioral problems and communication skills in children with congenital versus acquired hearing loss. Additionally, the results of the independent t-test showed that the average emotional-behavioral problems in children with congenital hearing loss (M = 14.65) were higher than those in children with acquired hearing loss (M = 8.47). However, the average communication skills of children with congenital hearing loss (M = 15.90) were lower compared to those with acquired hearing loss (M = 20.82). Therefore, efforts to improve the well-being of these children should focus on this area.
Conclusion: In general, deafness can lead to emotional, behavioral, and communication difficulties in children. But children born deaf may face long-lasting effects due to their lack of experience and comprehension of hearing. This deficiency can have a detrimental impact on their emotional awareness and relationships with others, resulting in challenges with behavior and emotions.
Purpose: Although hearing loss is often diagnosed at an early age, it has negative effects on emotional-behavioral problems and communication skill deficits. Therefore, this study aims to compare the emotional-behavioral problems and communication skills of students with congenital hearing loss (prelingual) and those with acquired hearing loss (Postlingual).
Methodology: This study employed a causal-comparative design. The statistical population included 6 to 8-year-old elementary school students from 10 schools for the deaf in Tehran in the year 2023. Using cluster sampling, 40 children with congenital hearing impairment and 40 children with acquired hearing impairment were selected as the sample. The Rutter Parent Questionnaire for Children’s Emotional-Behavioral Problems (1964) and the Matson Parent Form for Social Skills (1983) were administered. The collected data were analyzed using multivariate analysis of variance (MANOVA) and independent t-test, processed with SPSS-23 software.
Findings: The findings indicated a significant difference between the variables of emotional-behavioral problems and communication skills in children with congenital versus acquired hearing loss. Additionally, the results of the independent t-test showed that the average emotional-behavioral problems in children with congenital hearing loss (M = 14.65) were higher than those in children with acquired hearing loss (M = 8.47). However, the average communication skills of children with congenital hearing loss (M = 15.90) were lower compared to those with acquired hearing loss (M = 20.82). Therefore, efforts to improve the well-being of these children should focus on this area.
Conclusion: In general, deafness can lead to emotional, behavioral, and communication difficulties in children. But children born deaf may face long-lasting effects due to their lack of experience and comprehension of hearing. This deficiency can have a detrimental impact on their emotional awareness and relationships with others, resulting in challenges with behavior and emotions.
Keywords: Emotional-behavioral problems, communication skills, congenital hearing loss, acquired hearing loss, students
Type of Study: Research Article |
Subject:
Special
Received: 2024/09/28 | Accepted: 2024/11/26 | Published: 2025/04/14
Received: 2024/09/28 | Accepted: 2024/11/26 | Published: 2025/04/14
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54. Ashori, M., & Dallalzadeh Bidgoli, F. (2018). The effectiveness of play therapy based on cognitive-behavioral model: behavioral problems and social skills of pre-school children with attention deficit hyperactivity disorder. Archives of Rehabilitation, 19(2), 102-115. http://rehabilitationj.uswr.ac.ir/article-1-2314-en.html [DOI:10.32598/rj.19.2.102]
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59. Braripour, A., and Mullally, G. . (2017). A review of researches in the field of emotional and behavioral disorders of hearing impaired children. Journal of Rehabilitation Medicine, 7(3), 274-284. 10.22037/jrm.2017.110776.1523
60. Chang, F., Wu, H. X., Ching, B. H.-H., Li, X., & Chen, T. T. (2023). Behavior problems in deaf/hard-of-hearing children: contributions of parental stress and parenting styles. Journal of Developmental and Physical Disabilities, 35(4), 607-630. 10.1007/s10882-022-09869-2 [DOI:10.1007/s10882-022-09869-2]
61. Ching, L. M., & Jaffri, H. (2015). Developing discipline among students through social-emotional learning: A new model to prevent and reduce behavior problems. Journal of Education and Vocational Research, 6(2), 80-90. [DOI:10.22610/jevr.v6i2.193]
62. Dowdall, N., Cooper, P. J., Tomlinson, M., Skeen, S., Gardner, F., & Murray, L. (2017). The Benefits of Early Book Sharing (BEBS) for child cognitive and socio-emotional development in South Africa: study protocol for a randomised controlled trial. Trials, 18, 1-13. [DOI:10.1186/s13063-017-1790-1] [PMID] []
63. Elwey, M. E.-S. M., SobhySorour, A., Abo-Alsood, A., & Mahmoud, S. F. (2021). Social Competence in Children: Difference between Normal and Hearing Impaired. Annals of the Romanian Society for Cell Biology, 25(6), 18811-18822. http://annalsofrscb.ro/index.php/journal/article/view/9458
64. Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly (1982-), 274-290. [DOI:10.1353/mpq.2004.0018]
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