Preliminary Evidence Assessing Social–Emotional Competences in Deaf and Hard of Hearing Infants and Toddlers Using a New Parent Questionnaire
Bibliographic Data
| ID | 15017983 |
|---|---|
| Authors | Manfred Hintermair (University of Education, corresponding author), Klaus Sarimski (University of Education), Markus Lang (0000-0002-6837-790X, University of Education) |
| Year | 2017 |
| Volume | 22 |
| Issue | 2 |
| Pages | 143-154 |
| Publication date | 2017-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/enw070 |
| PMID | 27881483 |
| OpenAlex | W2558571446 |
| Language | EN |
| Citations received | 3 |
| References cited | 26 |
Social-emotional competences are an important developmental domain for deaf and hard of hearing (DHH) children and early diagnosis of problems is needed to ensure that DHH children receive appropriate support in this domain. In order to explore the usefulness of an instrument, which was recently developed for very young children, two studies in DHH infants and toddlers were conducted from Germany using the Social-Emotional Assessment/Evaluation Measure (Squires et al. (2013). Social-Emotional Assessment/Evaluation Measure (SEAM). Baltimore, ML: Brooks). Preliminary analysis of data obtained from a sample of 182 DHH children aged between 2 and 36 months (Study 1) suggests that it provides valid, reliable data and is suitable for use in practice. The data also corroborate well-known findings from other research in deaf education, in particular the role of parental responsivity for the development of social-emotional competences. Study 2 documents the consistency of evaluations of 44 DHH children by their mothers and by early intervention providers using the scales. Overall, the results suggest that this new evaluation instrument has potential applications in deaf educational practice but further research is needed to demonstrate its full value.
Audiology · Developmental psychology · Social emotional learning · Hearing Impairment and Communication · Hearing Loss and Rehabilitation · Infant Health and Development · Psychology
Chasing the Mythical Ten Percent
Maternal sensitivity predicts language gain in preschool children who are deaf and hard of hearing
From Screening to Early Identification and Intervention
Understanding of Emotions and False Beliefs Among Hearing Children versus Deaf Children
Emotion Understanding in Deaf Children with a Cochlear Implant
Comparisons of Social Competence in Young Children With and Without Hearing Loss
Enhancing Parent-Child Communication and Parental Self-Esteem With a Video-Feedback Intervention
Level of Educational Attainment Among Deaf Adults Who Attended Bilingual–Bicultural Programs
Best Practices in Family-Centered Early Intervention for Children Who Are Deaf or Hard of Hearing
The Role of the Family Context in the Development of Emotion Regulation
Social Relationships and Health
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.5 |
| Citation span | 2020 - 2024 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |