Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

  1. Pérez-Jorge, David
  2. Jiménez, María del Carmen Rodríguez
  3. De la Rosa, Olga María Alegre
  4. Herrera, Ana Isabel González
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista:
Global Journal of Health Science

ISSN: 1916-9736,  1916-9744

Año de publicación: 2017

Volumen: 10

Número: 1

Páginas: 129-139

Tipo: Artículo

DOI: 10.5539/GJHS.V10N1P129 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Global Journal of Health Science

Objetivos de desarrollo sostenible

Resumen

Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.

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