Hintermair Manfred
University of Education Heidelberg, Keplerstraße 87, Heidelberg, Germany.
J Deaf Stud Deaf Educ. 2013 Summer;18(3):344-59. doi: 10.1093/deafed/ent003. Epub 2013 Feb 15.
In this study, behavioral problems of deaf and hard-of-hearing (D/HH) school-aged children are discussed in the context of executive functioning and communicative competence. Teachers assessed the executive functions of a sample of 214 D/HH students from general schools and schools for the deaf, using a German version of the Behavior Rating Inventory of Executive Functions (BRIEF-D). This was complemented by a questionnaire that measured communicative competence and behavioral problems (German version of the Strengths and Difficulties Questionnaire; SDQ-D). The results in nearly all the scales show a significantly higher problem rate for executive functions in the group of D/HH students compared with a normative sample of hearing children. In the D/HH group, students at general schools had better scores on most scales than students at schools for the deaf. Regression analysis reveals the importance of executive functions and communicative competence for behavioral problems. The relevance of the findings for pedagogical work is discussed. A specific focus on competencies such as self-efficacy or self-control in educational concepts for D/HH students seems to be necessary in addition to extending language competencies.
在本研究中，我们在执行功能和沟通能力的背景下讨论了失聪及重听（D/HH）学龄儿童的行为问题。教师使用德文版的执行功能行为评定量表（BRIEF-D），对来自普通学校和聋校的214名D/HH学生样本的执行功能进行了评估。此外，还辅以一份测量沟通能力和行为问题的问卷（德文版优势与困难问卷；SDQ-D）。几乎所有量表的结果都显示，与听力正常儿童的常模样本相比，D/HH学生群体中执行功能的问题发生率显著更高。在D/HH组中，普通学校的学生在大多数量表上的得分高于聋校的学生。回归分析揭示了执行功能和沟通能力对行为问题的重要性。我们还讨论了这些研究结果对教学工作的相关性。除了扩展语言能力外，在针对D/HH学生的教育理念中，似乎有必要特别关注自我效能或自我控制等能力。
