Social Engagement, Attention and Competence of Preschoolers with Hearing Loss

Autor/inn/en	Brown, P. Margaret; Bortoli, Anna; Remine, Maria D.; Othman, Basyariatul
Titel	Social Engagement, Attention and Competence of Preschoolers with Hearing Loss
Quelle	In: Journal of Research in Special Educational Needs, 8 (2008) 1, S.19-26 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2008.00098.x
Schlagwörter	Play; Attention Span; Problem Solving; Interaction; Discriminant Analysis; Interpersonal Competence; Social Development; Hearing Impairments; Preschool Children; Comparative Analysis; Inclusion; Mainstreaming + Suchen Sie Ihr Suchwort? Spiel; Problemlösen; Interaktion; Diskriminanzanalyse; Interpersonale Kompetenz; Soziale Entwicklung; Hearing impairment; Hörbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inklusion
Abstract	The social engagement, social attention skills and social competence of 10 hearing preschoolers and 10 preschoolers with hearing loss were investigated during free play in inclusive oral kindergarten settings using a three-level hierarchical model. When comparing the types of opportunities, at the first level, the children with hearing loss created significantly fewer opportunities through visual regard and interaction. At the second level, for social attention skills, this group scored significantly higher on distractibility, and significantly lower on alert, sustained and focused attention. For the third level, social competence, no statistically significant differences were found between the two groups. Discriminant Function Analysis showed that the function that discriminated maximally between the two groups of participants was composed only of amount of interaction at Level 1. Children scoring highly on this function were also more likely to have the ability to focus their attention and manage divided attention, to be reciprocal, and to demonstrate mutuality and problem-solving skills with peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10