جستجوی مقالات مرتبط با کلیدواژه « deaf children » در نشریات گروه « علوم تربیتی »

The aim of the present research was to investigate of the psychometric properties of Empathy Questionnaire (EmQue) for hearing and deaf pre-school children.

This study was a descriptive research and psychometric type. Translation and translation-back was used to prepare the Persian version of EmQue. The statistical population of the study were educators of hearing and deaf pre-school children in Tehran city in 2020-2021 academic year. The sample consisted of two groups of 270 educators of pre-school children (160 and 110 educators of hearing and deaf children in each group, respectively) who were selected simple random sampling method. The viewpoints of 8 experts were obtained to evaluate the questionnaire’s face and content validity. The Lawashe method and the Waltz & Bausell method were used to calculate content validity index. Construct validity was analyzed using factor analysis. The reliability of scale was calculate using Cronbach’s alpha and test-retest.

The EmQue was translated into nineteen items and three subscales with a set of three answer choices for each item. Based on the results of exploratory factor analysis, three factors were extracted. The results of confirmatory factor analysis showed that the three-factor model had a good fitness and confirmed its construct validity. Content validity index was 0/94, 0/96, 0/93 and 0/94 for the EmQue and each of subscales of emotion contagion, attention to others’ feelings, and prosocial actions, respectively. The reliability for the EmQue and each of its subscales using Cronbach’s alpha was 0/93, 0/94, 0/90 and 0/92, respectively. Also, reliability was calculated by test-retest method was 0/92, 0/91, 0/88 and 0/89. The results of convergent and divergent validity between the EmQue through its simultaneous implementation with the Social-Emotional Assets and Resilience Scale (SEARS) and the Strengths and Difficulties Questionnaire (SDQ) reviewed, the correlation was a moderate to a strong and ranged from 0.47 to 0.74.

The EmQue is a valid and reliable tool and it can be used for assessing the empathy of hearing and deaf pre-school children in Iran.

The present study was conducted with the aim of comparing the effectiveness of parenting based on organization and positive parenting on improving parenting skills and the quality of parent-child interaction in deaf children in Semnan city.

This research was quasi-experimental with a pre-test-post-test design. The statistical population included all mothers of deaf and hard-of-hearing children in Semnan city in the academic year of 1401-1400. Sixteen participants of this study were randomly assigned to two experimental groups of positive parenting (8 people) and organization-based parenting (8 people). The participants answered the parenting questionnaires of Baumrind (1973) and parent-child relationship of Pianta (2011) before and after the intervention.

The results of multivariate covariance analysis showed that there is a significant difference between the groups, and the positive parenting group has a higher average than the parenting group based on organizational skills in parenting skills and parent-child interaction. In addition, the results of the paired t test showed that although the changes in the two groups are significant from the pre-test to the post-test, the changes in the positive parenting group are more.

Mother-child interaction is a complex and multi-dimensional matter, and considering the child's deafness, this interaction should include key effective factors such as attitude, parental acceptance, how to manage and control behavior, sense of social competence and self-control, parenting knowledge and skills. , the good thinking of the parents in raising the child and creating an environment with minimum conflict, which in the results of the data, positive parenting was more aligned with these cases.

The aim of this research was to compare the effect of comparison of the effect of Gestalt Play Therapy (GPT) and Lego Therapy (LT) on the social- emotional competence in deaf children.

The present research was a quasi-experimental study with pre-test, post-test design and control group. The sample size consists of 42 deaf children aged 4-6 years who were selected by convenient sampling method from the Ava Rehabilitation Center for mother and child with hearing loss in Isfahan, and they were randomly assigned into two experimental groups and one control group. Each group consists of 14 deaf children. Out of two experimental group, one group participated in GPT in 8 sessions (once weekly; each last for 45 minutes) and the other participated in LT in 10 sessions (once weekly; each last for 35-40 minutes), while the control group did not participate in these programs and participated in the common program of center. Social-Emotional Assets and Resiliency Scale (2013) was used for assessment of all participants. The research data were analyzed by univariate and multivariate analysis of covariance.

The findings showed that the GPT and LT had a positive and significant effect on the social- emotional competence in deaf children (P < 0.001). In addition, the results of comparing the both approaches of play therapy showed that there is no significant difference between the effect of the GPT and LT in terms of the social- emotional competence in deaf children (P > 0.05).

The GPT and LT led to improve of the social- emotional competence in these children. Our findings suggest that the GPT and LT programs have positive and effective outcomes for deaf children.

Covid-19 has caused many psychological problems, and deaf people are among the most vulnerable groups at the time of this outbreak. The aim of this study was behavioral problems, anxiety disorders, and depression in deaf children and adolescents of mothers with and without fatigue symptoms in the COVID-19 outbreak. The research method was causal-comparative. The statistical population of this study consisted of all mothers of deaf children and adolescents in Qazvin, Arak, and Malayer, Iran. In this study, 87 mothers participated in the study by convenience sampling method. Data were collected using the Fatigue Assessment Scale, the Revised Behavioral Problems Checklist, the Spence Children Anxiety Scale, and Level 2 - the Parent / Guardian Depression Scale. Multivariate Analysis of Variance (MANOVA) was used to compare the two groups. Results showed that the average of anxiety disorders (panic, separation anxiety, fear of physical injury, social phobia and generalized anxiety disorder) and depression in deaf offspring of mothers with and without fatigue symptoms was higher than in offspring of mothers without fatigue symptoms. But there was no significant difference between behavioral disorders in the two groups. Based on the findings, it is suggested that the role of maternal fatigue in anxiety disorders and depression in deaf children and adolescents should be considered and the necessary psychological strategies have to be used to reduce this problem.

The aim of the present research was the effectiveness positive parenting program (triple-p) on relationship profile of mothers and deaf children.

Study procedure was semi-experimental with pretest-posttest design with control group. 40 mothers of deaf students participate in this study that selected random clustering from exceptional schools of Tehran provinces. Participants were divided into two experimental and control groups, each of which was consisted of 20 individuals. Experimental group received triple-p in 16 sessions lasting for 90 minutes, while control group did not. The instrument of present research was parent-child relationship scale (PCRS).

The results showed that experimental and control groups had significant difference, at least in one of the subscales of PCRS. The final results of MANCOVA showed that triple-p had significant and positive effect on interaction profile of mother-child (P<0/001).

Since parenting skills training can lead to enhancement of relationship profile of parent-child, planning for triple-p training has particular importance.

The current research aims to determine the effectiveness of Incredible Years (IY) program training on self-efficacy in mothers of deaf children. This research was a semi-experimental study with a pre-test and post-test design and a control group. The statistical population of the present study included all mothers of deaf children in Shahreza in 2019-2020. The sample size was 20 mothers of deaf children who were selected by convenience sampling method and randomly assigned to an experimental and control group and each group consists of 10 individuals. First, all subjects in two groups completed Dumka, Steorzinger, Jackson & Roosa parenting self-efficacy questionnaire (1996), and its scores was considered as a pre-test. The experimental group participated in the IY program for 12 sessions, while the control group participated in the common program of the school. Then, both groups completed the parenting self-efficacy questionnaire and its score was considered as a post-test. Data were analyzed using Analysis of Covariance (ANCOVA). The results showed that IY program had a positive and significant effect on the self-efficacy of mothers of deaf children (P<0.001). The results indicated that the IY program was useful and effective in improving self-efficacy in mothers of deaf children. It is recommended that this program be used to educate mothers of deaf children to improve their self-efficacy.

Cochlear implants provide access to the speech signal in children with hearing loss that often cannot benefit from acoustic hearing aids. However, despite the numerous positive results in pediatric cochlear implantation, published data still indicated a wide range of performance among implant recipients. Hence, a need to study the possible variables that can affect performance, could account for the diversity of performance and affect speech perception is critical to both the professionals working with the parents and to the parents themselves. Categorizing these determinants increases the ability of clinicians to offer educated preoperative prognoses to the families and might potentially allow for manipulation of variables in an attempt to achieve the best possible outcome. This article presents an overview of these factors.

Most audiologists who entered the field do not receive specific training in counseling and were given little guidance on how to communicate effectively every clients. Although it is an integral part of clinical practice, counseling in audiology is only now beginning to evolve into a well-defined and systematic process. Audiologists as nonprofessional counselors can help patients who are angry, hostile, depressed, or anxious about how their hearing loss is affecting their lives. Very different approaches to counseling do exist, approximately 400 and this number has continued to rise. This approaches fall into four main categories:1) cognitive/rational, 2) behavioral, 3) affective/humanistic, and 4) eclectic. As there is no one theory or therapy approach fits all situations, and a clinician may actually apply multiple therapy approaches with any one client, patient, or family. The theoretical and therapy approaches that an individual clinician selects and uses often depends on the clinician’s personal orientation (e.g., humanistic, behavioral), what the clinician has learned in her training, and what has worked for the clinician in the past. There is no one “right” theoretical or therapeutic framework, although empirical research during the last couple of decades has provided more validation for some therapeutic approaches than for others. As audiologists working with a wide variety of hearing, speech, language, cognitive disorders of individuals of all ages, they need to be able to draw upon concepts, strategies, and techniques from a variety of counseling frameworks to communicate effectively with their clients, patients, and their families. This Article review of each of these approaches is provided to expose the audiologist to the options available when counseling deaf/hard of hearing parents.

The idea of providing hearing to profoundly deaf patients by artificially stimulating the sensory system has progressed from a futuristic possibility to reality. Generally, an implantable hearing device is designed to capture sound and present it to the auditory system, where at least part of the device is surgically implanted in the child receiving it. The goal of the implantable devices in young children is to facilitate the development of spoken language and to provide sufficient hearing for better understanding of speech. The increased use, particularly of CIs, is due in no small part to a combination of increased public awareness, coverage of costs of the device and surgical implantation, the option for bilateral devices, implantation with a significant amount of residual hearing, and improved performance and outcomes. Internal and external components of CI systems will continue to decrease in size whereas their design, flexibility, and function will continue to improve. Additionally, it is likely that completely implantable CI systems will be available in the future. Treatment options for hearing loss now include several implantable devices, including cochlear implants (unilateral and bilateral), hybrid cochlear implant devices, and auditory brainstem implants. This article will provide information regarding how such devices work, and information regarding component of devices and candidacy statements.

Aim: The present study aimed to determine the effectiveness of forgiveness skill training on marital conflict and aggression in parents of deaf children.
The present research was a quasi-experimental study by pre-test, post-test design with control group. Thirty parents of deaf children were selected by convenient sampling method from exceptional schools in Tehran city. They were divided into experimental and control group (each consists of 15 individuals) randomly and equally. The experimental group participated in forgiveness skill training in 8 sessions (two sessions weekly; each lasts for 70 minutes), while control group did not. Marital conflict questionnaire and aggression questionnaire were used for assessment of all participants. Data were analyzed by multiple analysis of covariance through SPSS version 22.
Findings showed that experimental and control groups had significant difference, at least in one of the marital conflict and aggression variables (P Findings indicated that forgiveness skill training has led to the reducing marital conflict and aggression in parents of deaf children. Therefore, planning for such training programs alike with the forgiveness training has an important role on reducing marital conflict and aggression in parents of deaf children.

The cochlear implant has the potential to give an individual access to the frequencies important to access spoken language. The factors that influence outcome are complex and some factors, such as intelligence, working memory ability, and elements within the auditory periphery, are known to be inherent to the patient and not highly amenable to change. However, several factors that affect performance are controllable and can be modified to improve the likelihood of higher levels of success. Twelve guiding premises underlie the rehabilitation for prelingually deaf children with CIs. These premises are a synthesis of research findings and clinical experience with a broad range of implanted children. This article provides an overview of these points.
Listening and speech skills do not emerge immediately after implants in children. Organized rehabilitation is needed for training the electrical messages to children.

The main problems facing HI children are communication and language deficits. However, HI children have also a higher risk for motor and more specifically balance deficits, which may often be overlooked. It is Known that vestibular dysfunction in approximately 20% to 70% of HI children. It would therefore be important to evaluate vestibular deficit in children with SNHL to identify any delay of motor development as early as possible to allow for early referral for intervention.

Theory of Mind is a comprehensive and general term about the state of intention that determines the quality of a person's social interaction and without it; we would not be able to interpret the actions of others. While researchers express the causative role of language in Theory of Mind’s development as a social and fundamental capacity, recent studies have suggested a close link between the executive functions and Theory of Mind. On the one hand, despite the devastating and degrading effects of hearing loss on the development of language and communication in children with impaired hearing, and on the other hand the relationship between components of language with the development of Theory of Mind and executive functions, the study of Theory of Mind’s developmental trend in these children becomes necessary. Thus, the purpose of this study is to review the role of language and its main components (Syntax, Semantics and Pragmatics) in the development of children’s Theory of Mind and examine how is the development of theory of mind among deaf children according to their language problems. Finally, we have tried to explain the relationship between language, executive functions and Theory of Mind among deaf children.

The purpose of the present study is to evaluate the impact of using multimedia training on learning science in deaf learners. Thirty deaf learners of the sixth grade of exceptional schools in Tehran were chosen through a multi-stage cluster sampling approach and they were examined in two groups of experiment and control. In order to investigate, the final test was used in pre-test. Then the proper electronic content of design was performed for experimental group in 45 minutes for 24 sessions and the control group was trained according to usual practices. Upon completion of the course, the final test was performed again for two groups. The results of this study show that using multimedia training was effective in improving learning science by deaf students.

Different opinions have been presented about the cognitive performance of the deaf. In the current article, taking into account the study of different researches and views, there is an attempt to analyze the cognitive performance such as memory, intelligence, learning and linguistic performance in deaf children. In general, some claim that compared to normal children the deaf have a limited understanding as far as understanding, learning and memory are concerned. Some others reject this idea and believe that there is no significant difference between the deaf and normal children.Researches indicate that deaf children, as far as memory and the type of I.Q tests are concerned, are weaker than normal children.In some other researches, there is a claim that deaf children are not, generally, weak as far as intelligence is concerned.Although, it is possible that deaf children, quantitatively speaking, are equal to normal children, they are not, qualitatively, equal to normal children. The reason is that deaf childrens.Quantitative aspects of comprehensive and conceptual performance are different. They believe that deaf individuals have natural mental capabilities. Although, it is possible that, sometimes, some shortfalls might emerge in the performance, most of the problems in the deaf is as a result of communication gaps.Researches suggest that when it comes to the assessment of cognitive concepts of students with hearing impaired, the general communication method has been taken into consideration. These researches will also make references to the social factors in the individual's capability and learning facilitation. In this article, in addition to reviewing and summing up different views in the field of deaf student's cognitive performance, some other educational reasons have also been pointed out.

The purpose of the research was comparison of ordering task in deaf and normal children whose ages ranged from 6-9 in four age groups. 160 numbers of children was selected as study sample. The sample was included 20 normal and 20 deaf children in each of the four age groups. The researcher administered ordering examination on the sample. 6 and 9 years olds subjects omitted from the research because according to the researcher, 6 years olds children were not to able to order things in the task. 9 years olds children also omitted from the research process. Because they mastered in ordering. Thus only 7 and 8 years olds children was compared in ordering task. Statistical results indicated existence of significance differences between 7 & 8 years olds normal and deaf children. The results showed deaf children have some delays in achieving mastery in ordering but when the researcher optimized and adapted administration manual and tools which he has used in examining ordering, he did not find any significance differences among normal and deaf children. The research have some implications for adaptation in working with deaf children.