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Peer group entry behavior of hearing...

Boyd, Rhonda Cherie.

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Peer group entry behavior of hearing-impaired and hearing children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Peer group entry behavior of hearing-impaired and hearing children./
作者:	Boyd, Rhonda Cherie.
面頁冊數:	99 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-09, Section: B, page: 5131.
Contained By:	Dissertation Abstracts International59-09B.
標題:	Psychology, Developmental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9904280
ISBN:	0599022604

Peer group entry behavior of hearing-impaired and hearing children.
Boyd, Rhonda Cherie.

Peer group entry behavior of hearing-impaired and hearing children. - 99 p.

Source: Dissertation Abstracts International, Volume: 59-09, Section: B, page: 5131.

Thesis (Ph.D.)--The University of Iowa, 1998.

The primary purpose of the study was to determine whether cochlear implants used by pre-lingually deafened children would result in improved competence, as measured with the peer group entry task. In that task, the subjects were given the opportunity to enter a room and play with two unfamiliar age- and gender-matched peers who were not hearing-impaired. The entry tactics and social behaviors of the children were coded from video records of the session. Based on cross-sectional and within-subject designs, there was no evidence that cochlear implants used altered the entry behavior and social competence of the children. Because audiological implant benefit is achieved so slowly, it is likely that the findings reflect subjects who had sufficient implant experience. Because failure to enter is uncommonly reported in the literature but is common in the task with hearing-impaired children, the study included a comparison group of normally hearing children. In general, the findings indicated that hearing-impaired children are less socially competent and mature than normally hearing children. Implications for social skills intervention for hearing-impaired children were discussed.

ISBN: 0599022604Subjects--Topical Terms:

1017557
Psychology, Developmental.

Peer group entry behavior of hearing-impaired and hearing children.
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520 $a The primary purpose of the study was to determine whether cochlear implants used by pre-lingually deafened children would result in improved competence, as measured with the peer group entry task. In that task, the subjects were given the opportunity to enter a room and play with two unfamiliar age- and gender-matched peers who were not hearing-impaired. The entry tactics and social behaviors of the children were coded from video records of the session. Based on cross-sectional and within-subject designs, there was no evidence that cochlear implants used altered the entry behavior and social competence of the children. Because audiological implant benefit is achieved so slowly, it is likely that the findings reflect subjects who had sufficient implant experience. Because failure to enter is uncommonly reported in the literature but is common in the task with hearing-impaired children, the study included a comparison group of normally hearing children. In general, the findings indicated that hearing-impaired children are less socially competent and mature than normally hearing children. Implications for social skills intervention for hearing-impaired children were discussed.
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