Hintermair Manfred, Korneffel Désirée
Institut für Sonderpädagogik, Pädagogische Hochschule Heidelberg.
Z Kinder Jugendpsychiatr Psychother. 2013 Sep;41(5):347-59. doi: 10.1024/1422-4917//a000249.
As part of inclusive efforts more and more deaf and hard-of-hearing (D/HH) children are attending general schools. This makes it important to consider significant developmental prerequisites necessary for this step. This study analyzed the socioemotional problems of hearing-impaired children from general schools with respect to their executive functioning and communicative competence.
The executive functions of a sample of 69 hearing-impaired students were assessed by their teachers with a German version of the Behavior Rating Inventory of Executive Functions (BRIEF). In addition, a questionnaire measuring communicative competence as well as a German version of the Strengths and Difficulties Questionnaire were administered. The data were compared with those from a hearing normative sample, and further correlation and regression analyses were performed. The relationships between executive functioning and sociodemographic variables were also analyzed.
There was a significantly higher rate of problems in executive functions for the group of D/HH students than for a hearing normative sample on nearly all scales, with the prevalence rate for executive dysfunctions being on average about three times higher. In addition to the children's sex, the BRIEF index for behavior regulation proved best for predicting socioemotional problems.
The consequences for practical work are discussed. The results from the study suggest that D/HH students at general schools benefit in their psychosocial development from educational concepts that, in addition to promoting language and communicative competences, explicitly include strengthening self-efficacy and self-control.
作为包容性努力的一部分，越来越多的失聪和重听（D/HH）儿童进入普通学校就读。因此，考虑这一步骤所需的重要发展前提条件就显得尤为重要。本研究分析了普通学校中听力受损儿童在社会情感方面的问题，以及他们的执行功能和沟通能力。
69名听力受损学生的执行功能由教师使用德文版的执行功能行为评定量表（BRIEF）进行评估。此外，还发放了一份测量沟通能力的问卷以及德文版的优势与困难问卷。将这些数据与听力正常的标准样本的数据进行比较，并进一步进行相关分析和回归分析。同时，还分析了执行功能与社会人口统计学变量之间的关系。
在几乎所有量表上，D/HH学生组的执行功能问题发生率都显著高于听力正常的标准样本，执行功能障碍的患病率平均高出约三倍。除了儿童的性别外，行为调节的BRIEF指数被证明最能预测社会情感问题。
本文讨论了该研究结果对实际工作的影响。研究结果表明，普通学校中的D/HH学生在心理社会发展方面受益于一些教育理念，这些理念除了促进语言和沟通能力外，还明确包括增强自我效能感和自我控制能力。
