Early social-emotional, language, and academic development in children with hearing loss

Author(s): Low, S.

Journal/Book: Amer Ann Deaf. 1998; 143: Kdes PAS-6, 800 Florida Ave NE, Washington, DC 20002. American Annals of the Deaf. 225-234.

Abstract: As a group, children with significant hearing loss are at greater risk than other children for outcomes far below their potential, despite the institution of various educational approaches at increasingly earlier ages. Research suggests some benefits of early intervention for deaf children and their families. However, there remains a paucity of research into how family variables may affect child outcomes. The present study investigated the effect of paternal presence or absence on the social-emotional language, and academic outcomes of 22 deaf and hard of hearing children ages 43-83 months. The children had graduated anywhere from 9 to 47 months earlier from an early intervention program for deaf and hard of hearing children 3 years of age or younger. Results indicated that children whose father is present have significantly better academic and language outcomes than those without a father present. Possible explanations for the findings are discussed, as well as implications of these findings for services offered by early intervention programs.

Note: Article Calderon R, Univ Washington, Childrens Hosp & Med Ctr, Sch Med, Psychiat Serv Deaf & Hard of Hearing Children, Seattle,WA 98195 USA

Keyword(s): HANDICAPPED-CHILDREN; DISABLED-CHILDREN; MOTHERS; STRESS; DISABILITIES; ADAPTATION; NETWORKS

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Early social-emotional, language, and academic development in children with hearing loss - Families with and without fathers