Fellinger J, Holzinger D, Beitel C, Laucht M, Goldberg D P
Health Centre for the Deaf, Hospital St John of God, Bischofstrasse 11, Linz, Austria.
Acta Psychiatr Scand. 2009 Aug;120(2):153-9. doi: 10.1111/j.1600-0447.2009.01350.x. Epub 2009 Feb 5.
The aim of this study was to examine the relationship of language competence level and mental distress in teenagers with hearing impairments.
43 pupils were given a battery of linguistic tests and the Strengths and Difficulties Questionnaire (SDQ), which was also completed by 40 parents. Comparisons were made between the group of 33 children in mainstream education and 10 who were in a segregated school for the deaf.
The children had impaired language skills relative to published norms, especially marked in segregated schools. Parents rated children as having more distress than published norms. Those with superior level of spoken language had fewer peer relationship problems in mainstream education, but significantly more in segregated schools. The reverse was almost significant for those proficient in signed language.
Peer relationship problems are associated with the language competence levels in the way that children at school communicate with one another.
本研究旨在探讨青少年听力障碍者的语言能力水平与心理困扰之间的关系。
对43名学生进行了一系列语言测试，并让他们填写长处与困难问卷（SDQ），40名家长也完成了该问卷。对33名接受主流教育的儿童和10名在聋人隔离学校就读的儿童进行了比较。
与已公布的标准相比，这些儿童的语言技能受损，在隔离学校中尤为明显。家长们认为孩子的困扰比已公布的标准更多。在主流教育中，口语水平较高的孩子同伴关系问题较少，但在隔离学校中则明显更多。对于熟练使用手语的孩子，情况几乎相反。
同伴关系问题与儿童在学校相互交流的语言能力水平有关。
