The relationship between emotional-behavioral functioning and personal characteristics on performance outcomes of hearing impaired students.
Performance outcomes, emotional-behavioral functioning and other selected variables of deaf and hard of hearing students ages 11 through 21 years representing a variety of educational placements and levels of hearing loss were investigated. Results showed that deaf and hard of hearing students generally scored high on the outcome competencies and emotional-behavioral functioning was within the normal range. Statistically significant correlations were found between many of the performance outcomes and emotional-behavioral functioning. Multiple linear regression analyses revealed that the composite score of the emotional-behavioral scale was a statistically significant predictor for four of the outcome categories. Mainstreamed students scored higher on all of the outcome categories than students in other program placements, but there was no difference in emotional-behavioral functioning between groups. Level of functioning appeared to be unaffected by the degree of the students' hearing loss.
Furstenberg
K
K
Chippewa Valley Schools.
Doyal
G
G
D000124:Achievement; D000293:Adolescent; D000328:Adult; D001519:Behavior; D003142:Communication; D003638:Deafness; D004644:Emotions; D005260:Female; D006311:Hearing Disorders; D006801:Humans; D007398:Interpersonal Relations; D007802:Language; D008297:Male; D012574:Schools; D013334:Students / Q000523:psychology*