Preliminary evidence assessing social-emotional competences in deaf and hard of hearing infants and toddlers using a new parent questionnaire

• Verfasst von: Hintermair, Manfred [VerfasserIn]
• Verfasst von: Sarimski, Klaus [VerfasserIn]
• Verfasst von: Lang, Markus [VerfasserIn]
• Titel: Preliminary evidence assessing social-emotional competences in deaf and hard of hearing infants and toddlers using a new parent questionnaire
• Verf.angabe: Manfred Hintermair, Klaus Sarimski, and Markus Lang
• Jahr: 2017
• Umfang: 12 S.
• Teil: volume:22
• Teil: year:2017
• Teil: number:2
• Teil: pages:143-154
• Teil: extent:12
• Fussnoten: Online veröffentlicht: 23. November 2016 ; Gesehen am 10.08.2021
• Titel Quelle: Enthalten in: Journal of deaf studies and deaf education
• Ort Quelle: Oxford : Oxford Univ. Press, 1996
• Jahr Quelle: 2017
• Band/Heft Quelle: 22(2017), 2, Seite 143-154
• ISSN Quelle: 1465-7325
• DOI: doi:10.1093/deafed/enw070
• Datenträger: Online-Ressource
• Sprache: eng
• K10plus-PPN: 1766000339

Abstract

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.