Development and psychometric evaluation of the psychosocial scale for hearing‐impaired school children

Abstract This study aimed to develop and psychometrically evaluate the Psychosocial Scale for Hearing‐Impaired School Children (PPSHISC), a culturally adapted instrument designed to assess psychosocial difficulties among children with severe hearing loss using sign language in Pakistan. The study employed a mixed‐methods design. In the initial qualitative phase, individual interviews with 30 hearing‐impaired students (aged 19–24, enrolled in secondary‐level special education) were conducted to generate items. This was followed by expert validation, translation into sign language and a pilot test. The quantitative phase involved a larger sample ( N = 230) and included psychometric evaluation through face validity, exploratory factor analysis (EFA) for construct validity, divergent validity testing via correlation with the Multidimensional Scale of Perceived Social Support (MSPSS) and assessment of internal consistency and test–retest reliability. Participants in the quantitative phase were divided into two subgroups: Group A ( n = 115), consisting of students using hearing aids, and Group B ( n = 115), comprising students using cochlear implants. EFA revealed a three‐factor structure: depressive affect, social isolation and feeling of anger. The scale demonstrated satisfactory internal consistency (Cronbach's alpha = 0.85) and strong test–retest reliability ( r = 0.87). Divergent validity was supported by a negative correlation with MSPSS ( r = −0.16, p > 0.05). Face validity was confirmed through expert review. Findings suggest that PPSHISC possesses adequate psychometric properties for assessing psychosocial difficulties in hearing‐impaired students who use sign language. The scale can support early identification and educational or clinical intervention planning for this underserved population. This tool offers educators and clinicians a culturally and linguistically appropriate measure to assess and address the psychosocial well‐being of hearing‐impaired students in Pakistan.