加那利群岛聋哑及重听学生的情绪和心理语言问题评估。
Evaluation of emotional and psycholinguistic problems in deaf and hard-of-hearing students in the Canary Islands.
作者信息
Alegre de la Rosa Olga María, Villar Angulo Luis Miguel
机构信息
Department of Didactics and Educational Research, University of La Laguna, Canary Islands, Spain.
Department of Didactics and Educational Organization, University of Seville, Spain.
出版信息
Heliyon. 2021 Mar 12;7(3):e06446. doi: 10.1016/j.heliyon.2021.e06446. eCollection 2021 Mar.
OBJECTIVES
The current study evaluated deaf and hard-of-hearing students' mental health in terms of emotional and behavioral strengths and difficulties, as measured by the SDQ in the Canary Islands. Furthermore, it evaluated the students' psycholinguistic abilities using the Spanish version of the ITPA.
METHODS
The Strengths and Difficulties Questionnaire (SDQ) was used to assess school children problems. The Illinois Test of Psycholinguistic Abilities measured student spoken and written linguistic abilities.
RESULTS
Student self-reports yielded different SDQ scores to parent and teacher reports. Student spoken and written linguistic abilities varied according to ten covariates.
DISCUSSION
Perceptions about the mental health of children differed according to the groups studied. Perceptions about student abilities in the classroom were different, particularly the ability to reproduce sequences of complex and non-significant figures by memory.
CONCLUSION
Two outcomes emerged: a) conduct problems were the SDQ subscale that most distinguished children with cochlear implants from those with hearing aids, and b) tutor and specialist teacher experience appeared as the decisive influencing students' psycholinguistic abilities.
目的
本研究通过在加那利群岛使用优势与困难问卷（SDQ）来评估失聪及听力障碍学生在情绪和行为优势与困难方面的心理健康状况。此外，还使用伊利诺伊心理语言能力测验（ITPA）的西班牙语版本评估了学生的心理语言能力。
方法
使用优势与困难问卷（SDQ）评估学童问题。伊利诺伊心理语言能力测验测量学生的口语和书面语言能力。
结果
学生的自我报告得出的SDQ分数与家长和教师的报告不同。学生的口语和书面语言能力因十个协变量而有所不同。
讨论
对儿童心理健康的认知因所研究的群体而异。对学生在课堂上能力的认知也不同，尤其是通过记忆再现复杂和无意义数字序列的能力。
结论
得出了两个结果：a）行为问题是SDQ分量表中最能区分接受人工耳蜗植入的儿童与佩戴助听器儿童的因素；b）辅导教师和专业教师的经验似乎是影响学生心理语言能力的决定性因素。
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