Comparison of Emotional-Behavioral Problems and Communication Skills of Students with Congenital (Prelingual) and Acquired (Postlingual) Hearing Loss

Purpose: Although hearing loss is often diagnosed at an early age, it has negative effects on emotional-behavioral problems and communication skill deficits. Therefore, this study aims to compare the emotional-behavioral problems and communication skills of students with congenital hearing loss (prelingual) and those with acquired hearing loss (Postlingual). Methodology: This study employed a causal-comparative design. The statistical population included 6 to 8-year-old elementary school students from 10 schools for the deaf in Tehran in the year 2023. Using cluster sampling, 40 children with congenital hearing impairment and 40 children with acquired hearing impairment were selected as the sample. The Rutter Parent Questionnaire for Children’s Emotional-Behavioral Problems (1964) and the Matson Parent Form for Social Skills (1983) were administered. The collected data were analyzed using multivariate analysis of variance (MANOVA) and independent t-test, processed with SPSS-23 software. Findings: The findings indicated a significant difference between the variables of emotional-behavioral problems and communication skills in children with congenital versus acquired hearing loss. Additionally, the results of the independent t-test showed that the average emotional-behavioral problems in children with congenital hearing loss (M = 14.65) were higher than those in children with acquired hearing loss (M = 8.47). However, the average communication skills of children with congenital hearing loss (M = 15.90) were lower compared to those with acquired hearing loss (M = 20.82). Therefore, efforts to improve the well-being of these children should focus on this area. Conclusion: In general, deafness can lead to emotional, behavioral, and communication difficulties in children. But children born deaf may face long-lasting effects due to their lack of experience and comprehension of hearing. This deficiency can have a detrimental impact on their emotional awareness and relationships with others, resulting in challenges with behavior and emotions. Purpose: Although hearing loss is often diagnosed at an early age, it has negative effects on emotional-behavioral problems and communication skill deficits. Therefore, this study aims to compare the emotional-behavioral problems and communication skills of students with congenital hearing loss (prelingual) and those with acquired hearing loss (Postlingual). Methodology: This study employed a causal-comparative design. The statistical population included 6 to 8-year-old elementary school students from 10 schools for the deaf in Tehran in the year 2023. Using cluster sampling, 40 children with congenital hearing impairment and 40 children with acquired hearing impairment were selected as the sample. The Rutter Parent Questionnaire for Children’s Emotional-Behavioral Problems (1964) and the Matson Parent Form for Social Skills (1983) were administered. The collected data were analyzed using multivariate analysis of variance (MANOVA) and independent t-test, processed with SPSS-23 software. Findings: The findings indicated a significant difference between the variables of emotional-behavioral problems and communication skills in children with congenital versus acquired hearing loss. Additionally, the results of the independent t-test showed that the average emotional-behavioral problems in children with congenital hearing loss (M = 14.65) were higher than those in children with acquired hearing loss (M = 8.47). However, the average communication skills of children with congenital hearing loss (M = 15.90) were lower compared to those with acquired hearing loss (M = 20.82). Therefore, efforts to improve the well-being of these children should focus on this area. Conclusion: In general, deafness can lead to emotional, behavioral, and communication difficulties in children. But children born deaf may face long-lasting effects due to their lack of experience and comprehension of hearing. This deficiency can have a detrimental impact on their emotional awareness and relationships with others, resulting in challenges with behavior and emotions.