scholarly journals Inattention, Impulsivity, and Hyperactivity in Deaf Children Are Not Due to Deficits in Inhibitory Control, but May Reflect an Adaptive Strategy

2021 ◽  
Vol 12 ◽  
Author(s):  
María Teresa Daza González ◽  
Jessica Phillips-Silver ◽  
Remedios López Liria ◽  
Nahuel Gioiosa Maurno ◽  
Laura Fernández García ◽  
...  
Keyword(s):  
Inhibitory Control ◽  
Adaptive Strategy ◽  
Receptive Vocabulary ◽  
Spanish Version ◽  
Deaf Children ◽  
Short Version ◽  
Antisocial Behaviors ◽  
Present Sample ◽  
Inattentive Type ◽  
Hearing Children

The present study had two main aims: (1) to determine whether deaf children show higher rates of key behaviors of ADHD (inattentive, hyperactive, and impulsive behaviors) and of Conduct Disorder—CD—(disruptive, aggressive, or antisocial behaviors) than hearing children, also examining whether the frequency of these behaviors in deaf children varied based on cochlear implant (CI) use, type of school (regular vs. specific for deaf) and level of receptive vocabulary; and (2) to determine whether any behavioral differences between deaf and hearing children could be explained by deficits in inhibitory control. We measured behaviors associated with ADHD and CD in 34 deaf and hearing children aged 9–10 years old, using the revised Spanish version of the Conners scale. We then assessed inhibitory control ability using a computerized Stroop task and a short version of the Attention Network Test for children. To obtain a measure of the level of receptive vocabulary of the deaf children we used a Spanish version of the Carolina Picture Vocabulary Test for Deaf and hearing-impaired children. Deaf children showed significantly higher rates of behaviors associated with ADHD and CD, and over 85% of cases detected with high risk of ADHD-inattentive type in the entire present sample were deaf children. Further, in the group of deaf children a negative correlation was found between receptive vocabulary and frequency of disruptive, aggressive, or antisocial behaviors associated with CD. However, inhibitory control scores did not differ between deaf and hearing children. Our results suggested that the ADHD-related behaviors seen in deaf children were not associated with a deficit in inhibitory control, at least in the interference suppression subcomponent. An alternative explanation could be that these behaviors are reflecting an adaptive strategy that permits deaf children to access information from their environment which is not available to them via audition.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

scholarly journals Talker Discrimination by Prelingually Deaf Children with Cochlear Implants: Preliminary Results

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 113-118 ◽  
Author(s):  
Miranda Cleary ◽  
David B. Pisoni
Keyword(s):  
Cochlear Implants ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Sentence Condition ◽  
Language Outcome ◽  
The Mean ◽  
Hearing Children ◽  
Proportion Correct ◽  
Linguistic Content

Forty-four school-age children who had used a multichannel cochlear implant (CI) for at least 4 years were tested to assess their ability to discriminate differences between recorded pairs of female voices uttering sentences. Children were asked to respond “same voice” or “different voice” on each trial. Two conditions were examined. In one condition, the linguistic content of the sentence was always held constant and only the talker's voice varied from trial to trial. In another condition, the linguistic content of the utterance also varied so that to correctly respond “same voice,” the child needed to recognize that Two different sentences were spoken by the same talker. Data from normal-hearing children were used to establish that these tasks were well within the capabilities of children without hearing impairment. For the children with CIs, in the “fixed sentence condition” the mean proportion correct was 68%, which, although significantly different from the 50% score expected by chance, suggests that the children with CIs found this discrimination task rather difficult. In the “varied sentence condition,” however, the mean proportion correct was only 57%, indicating that the children were essentially unable to recognize an unfamiliar talker's voice when the linguistic content of the paired sentences differed. Correlations with other speech and language outcome measures are also reported.

scholarly journals Well-being, Opportunity, and Selecting for Disability

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Andrew Schroeder
Keyword(s):  
Well Being ◽  
Deaf Children ◽  
Disabled Children ◽  
Alternative Analysis ◽  
Opportunity Sets ◽  
Hearing Children ◽  
The Impact ◽  
The Relationship

In this paper I look at the much-discussed case of disabled parents seeking to conceive (or “selecting for”) disabled children.  I argue that the permissibility of selecting for disability does not depend on the precise impact the disability will have on the child’s wellbeing.  I then turn to an alternative analysis, which argues that the permissibility of selecting for disability depends on the impact that disability will have on the child’s future opportunities.  Nearly all bioethicists who have approached the issue in this way have argued that disabilities like deafness unacceptably constrain a child’s opportunities.  I argue, however, that this conclusion is premature for several reasons.  Most importantly, we don’t have a good way of comparing opportunity sets.  Thus, we can’t conclude that deaf children will grow up to have a constrained set of opportunities relative to hearing children.  I conclude by suggesting that bioethicists and philosophers of disability need to spend more time thinking carefully about the relationship between disability and opportunity.  

scholarly journals Validación de la versión breve en español de la Escala UPPS-P de impulsividad para niños y adolescentes (BUPPS-P NA)

2020 ◽  
Vol 25 (3) ◽  
pp. 175
Author(s):  
Florencia Caneto ◽  
Angelina Pilatti ◽  
Marcos Cupani ◽  
Ricardo Marcos Pautassi
Keyword(s):  
Psychometric Properties ◽  
Children And Adolescents ◽  
Self Report ◽  
Spanish Version ◽  
Short Version ◽  
Biological Sex ◽  
Trait Impulsivity

Validation of the Spanish version of the brief UPPS-P Impulsivity Scale for children and adolescents (BUPPS-P NA)Abstract: The Scale of Impulsivity for Children and Adolescents (UPPS-P NA) is a self-report instrument that assesses the impulsivity trait in children and adolescents. However, the UPPS-P NA does not have a short version in Spanish. The present study aimed to develop and validate a short Spanish version of the UPPS-P NA (BUPPS-P NA). First, the UPPS-P NA questionnaire was adapted to Spanish and validated in a sample of 257 children and adolescents (M age = 12.87, SD = 5.64; 61.9% female). Then, the BUPPS-P NA was developed and validated in a sample of 1777 children and adolescents (M age = 12.59, SD = 1.37; 54.2% women). The invariance of the BUPPS-P NA as to biological sex was evaluated also. The UPPS-P NA and BUPPS-P NA scales showed an adequate fit to the data. Also, the BUPPS-P NA Scale was invariant across sex. In summary, the BUPPS-P NA Scale presents adequate psychometric properties to measure the impulsivity trait in children and adolescents.Keywords: Trait impulsivity; childhood; adolescence; validity; reliability; invariance across sex.Resumen: La Escala de Impulsividad para Niños y Adolescentes (UPPS-P NA) es un instrumento de autoinforme que mide los rasgos de impulsividad en niños y adolescentes. Sin embargo, no posee una versión breve en español. El objetivo de este trabajo fue desarrollar y validar una versión breve (BUPPS-P NA) y en español de la UPPS-P NA. Para ello, primero se adaptó al español el cuestionario UPPS-P NA y se validó en una muestra de 257 niños y adolescentes (Medad = 12.87, DT = 5.64; 61.9% mujeres). Posteriormente, se desarrolló y validó el cuestionario BUPPS-P NA en una muestra de 1777 niños y adolescentes (Medad = 12.59, DT = 1.37; 54.2% mujeres). También se evaluó la invariancia del BUPPS-P NA en cuanto al sexo biológico. Los cuestionarios UPPS-P NA y BUPPS-P NA presentaron un ajuste adecuado a los datos. Asimismo, el cuestionario BUPPS-P NA resultó invariante en función del sexo. En resumen, la escala de impulsividad BUPPS-P NA presenta adecuadas propiedades psicométricas para medir impulsividad rasgo en niños y adolescentes.Palabras clave: impulsividad rasgo; niñez; adolescencia; validez; fiabilidad; invarianza en función del sexo.

scholarly journals Content validity of the short version of the subscale of the State-Trait Anxiety Inventory (STAI)

2011 ◽  
Vol 19 (4) ◽  
pp. 882-887 ◽  
Author(s):  
Juana Perpiñá-Galvañ ◽  
Miguel Richart-Martínez ◽  
Maria José Cabañero-Martínez ◽  
Inmaculada Martínez-Durá
Keyword(s):  
Mechanical Ventilation ◽  
Trait Anxiety ◽  
Content Validity ◽  
Invasive Mechanical Ventilation ◽  
The State ◽  
Original Version ◽  
Spanish Version ◽  
Short Version ◽  
State Trait Anxiety Inventory ◽  
Original Scale

The goal was to describe the content validity of a short version of the state subscale of Spielberger's "State-Trait Anxiety Inventory (STAI)", based on the original version adapted to Spanish, in Spanish patients receiving invasive mechanical ventilation (IMV). The sample consisted of 16 patients receiving IMV at the Alicante Hospital (Spain), who selected the items from the full Spanish version of the STAI-state that were most relevant to them. Items 1, 5, 9, 10, 12 and 20 from the original scale are the most relevant for the Spanish patients receiving IMV and 5 of these are included in the short version of the scale (83.3% agreement). The short scale has shown adequate content validity for Spanish patients receiving IMV.

The Development of Referential Communication in Deaf and Hearing Children: Competence and Style

1981 ◽  
Vol 4 (3) ◽  
pp. 295-312 ◽  
Author(s):  
Jesus Alegria
Keyword(s):  
Individual Differences ◽  
Communicative Competence ◽  
Referential Communication ◽  
Deaf Children ◽  
Cognitive Problem ◽  
Communication Situation ◽  
Hearing Children

The paper examines the development of communicative competence in deaf children and its interactions with the use of gestures and/or words to comunicate. Deaf children, in addition to the cognitive problem involved in communication, must also choose a particular channel to produce the verbal and/or gestural message. In the first experiment the experimenter designated one out of four drawings to the "transmitter", who had to produce a message for the "receiver" to enable him to identify the drawing. The data show that (1) the use of gestures to communicate increases with age while the speech used remains constant, and (2) the amount of gestures used is correlated with communicative accuracy. A possible explanation of these data is that the increased use of gestures has a cognitive base: i.e., that it comes from a better understanding of the communication situation. Experiment 2 is aimed to test this hypothesis. The main results show that individual differences in communicative competence are correlated with the use of gestures but not with the use of speech, and that children increased the number of gestures, but not the number of words, when communication difficulty increased.

scholarly journals Speechreading Development in Deaf and Hearing Children: Introducing the Test of Child Speechreading

2013 ◽  
Vol 56 (2) ◽  
pp. 416-426 ◽  
Author(s):  
Fiona E. Kyle ◽  
Ruth Campbell ◽  
Tara Mohammed ◽  
Mike Coleman ◽  
Mairéad MacSweeney
Keyword(s):  
Short Stories ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Linguistic Complexity ◽  
Hearing Status ◽  
Reliable Assessment ◽  
New Instrument ◽  
Computer Based ◽  
Hearing Children

Purpose In this article, the authors describe the development of a new instrument, the Test of Child Speechreading (ToCS), which was specifically designed for use with deaf and hearing children. Speechreading is a skill that is required for deaf children to access the language of the hearing community. ToCS is a deaf-friendly, computer-based test that measures child speechreading (silent lipreading) at 3 psycholinguistic levels: (a) Words, (b) Sentences, and (c) Short Stories. The aims of the study were to standardize the ToCS with deaf and hearing children and to investigate the effects of hearing status, age, and linguistic complexity on speechreading ability. Method Eighty-six severely and profoundly deaf children and 91 hearing children participated. All children were between the ages of 5 and 14 years. The deaf children were from a range of language and communication backgrounds, and their preferred mode of communication varied. Results Speechreading skills significantly improved with age for both groups of children. There was no effect of hearing status on speechreading ability, and children from both groups showed similar performance across all subtests of the ToCS. Conclusion The ToCS is a valid and reliable assessment of speechreading ability in school-age children that can be used to measure individual differences in performance in speechreading ability.

Comparative Study of Tachistoscopic Perception of Binary Figures in Deaf Children and Normally Hearing Children

1971 ◽  
Vol 33 (1) ◽  
pp. 195-200 ◽  
Author(s):  
Evans Mandes ◽  
Patricia Randle Allen ◽  
Charles W. Swisher
Keyword(s):  
Visual Perception ◽  
Comparative Study ◽  
Visual Stimuli ◽  
Deaf Children ◽  
Perceptual Development ◽  
Perception Task ◽  
Response Card ◽  
The Right ◽  
Hearing Children

An experiment was conducted to compare deaf children and normally hearing children on a visual perception task. The visual stimuli were 32 cards, each with a binary pattern of eight circles arranged horizontally or vertically. One circle on the right or top and one circle on the left or bottom of each card were blackened to form the binary patterns, one on each side of fixation. The stimuli were presented tachistoscopically at 1/10 sec. and 1/25 sec. S responded by pointing to the positions he saw blackened on a response card to depict 8 blank circles. It was found that deaf children did as well as normally hearing children and that both groups made fewer errors on the left and top positions of the stimulus dimensions. The data are interpreted as supporting a mediational approach in perceptual development among deaf children.

Narrative competences of Deaf children in German Sign Language

2009 ◽  
Vol 12 (2) ◽  
pp. 113-160 ◽  
Author(s):  
Claudia Becker
Keyword(s):  
Conversation Analysis ◽  
Sign Language ◽  
Language Proficiency ◽  
Deaf Children ◽  
Cognitive Approach ◽  
Narrative Skills ◽  
Deaf Adults ◽  
Everyday Interaction ◽  
Hearing Children ◽  
German Sign Language

Hearing children acquire discourse competences like storytelling through everyday interaction and are systematically supported in this process by adults. In contrast, deaf children in Germany often lack appropriate interlocutors with German Sign Language proficiency in family or school. The focus of our research is on narrative competences in deaf children and on the consequences of the lack of interlocutors on the acquisition of these competences. We carried out three studies to examine narrative skills of deaf children aged 8 to 17. We collected data from dyadic conversations with deaf adults and analyzed this data against the background of a cognitive approach to language acquisition and of conversation analysis. From a developmental perspective, our results indicate that the narrative competences of most of the tested non-native signing children have not developed as would be appropriate for their age. From an interactive perspective, deaf adults cooperate with the children in telling their stories by using different strategies.

Performances of Deaf and Normally-Hearing Children on the Bender-Gestalt and the Archimedes Spiral Tests

1967 ◽  
Vol 24 (3_suppl) ◽  
pp. 1059-1066 ◽  
Author(s):  
Jeanne G. Gilbert ◽  
Raymond F. Levee
Keyword(s):  
Deaf Children ◽  
Archimedes Spiral ◽  
Negative Aftereffect ◽  
Hearing Children ◽  
Better Than

50 hearing and 50 deaf children of comparable intelligence were given the Archimedes spiral aftereffect and the Bender-Gestalt tests. Controls performed significantly better than the deaf group on both tests. Children who made fewer errors on the Bender tended to perceive the negative spiral aftereffect more often, this tendency being more marked in the deaf group. Older hearing children performed better on both tests and brighter hearing children perceived the negative aftereffect more often, but this tendency was not evident with deaf children. Results suggest that the two tests may be measuring different cerebral functioning but the use of both should prove a valuable aid in the detection of visual-perceptual problems in deaf children.

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