Manfred Hintermair

Executive Functions and Behavioral Problems in Deaf and Hard-of-Hearing Students at General and Special Schools

In this study, behavioral problems of deaf and hard-of-hearing (D/HH) school-aged children are discussed in the context of executive functioning and communicative competence. Teachers assessed the executive functions of a sample of 214 D/HH students from general schools and schools for the deaf, using a German version of the Behavior Rating Inventory of Executive Functions (BRIEF-D). This was complemented by a questionnaire that measured communicative competence and behavioral problems (German version of the Strengths and Difficulties Questionnaire; SDQ-D). The results in nearly all the scales show a significantly higher problem rate for executive functions in the group of D/HH students compared with a normative sample of hearing children. In the D/HH group, students at general schools had better scores on most scales than students at schools for the deaf. Regression analysis reveals the importance of executive functions and communicative competence for behavioral problems. The relevance of the findings for pedagogical work is discussed. A specific focus on competencies such as self-efficacy or self-control in educational concepts for D/HH students seems to be necessary in addition to extending language competencies.

Health-Related Quality of Life and Classroom Participation of Deaf and Hard-of-Hearing Students in General Schools

A group of deaf and hard-of-hearing (D/HH) students at mainstream schools (N = 212) was investigated in a questionnaire-based survey using the Inventory of Life Quality of Children and Youth (ILC) and the Classroom Participation Questionnaire. The ILC data for the D/HH sample are for the most part comparable with the data from a normative hearing sample. Item-total correlations showed that the domains of school and social activities with peers were more important for the Health-Related Quality of Life (HRQoL) of the D/HH students than for that of the hearing students. The results also reveal differences in the HRQoL levels of the two samples, with the D/HH sample having higher scores for school experiences, physical and mental health, and overall HRQoL, though the effect sizes for the differences are small to moderate. Specific characteristics of the D/HH sample may be responsible for this result. There are also relationships between quality of life and perceived classroom participation in certain domains: Students who perceive classroom participation as satisfying have higher scores for quality of life in school, social contact with peers, and mental health. This also applied to the scores for global assessment and a summarized quality of life indicator.

Children Who are Hearing Impaired with Additional Disabilities and Related Aspects of Parental Stress

In a large-scale study performed in Germany, 317 parents were asked to complete both the Parenting Stress Index and an additional questionnaire on demographics and related information. This article explores the question of parenting stress for parents of children who are hearing impaired with additional disabilities. Results showed consistently high stress scores in the Child Domain, whereas the Parent Domain showed (apart from one score) only a slight tendency toward greater stress. These results realistically portray the situation of parents of children who are multiply disabled and hearing impaired The results suggest that these parents should be provided with extended psychosocial intervention.

Enhancing universal access: deaf and hard of hearing people on social networking sites

Abstract Despite numerous studies into the online activities of deaf and hard of hearing (D/HH) users, there has been limited research into their experiences on social networking sites (SNSs), a domain where psychology and computer science intersects. The purpose of this study is to illustrate how one can enhance universal access for D/HH users on the example of SNSs. A model for examining the experiences and preferences of D/HH users of SNSs has been proposed. The model consists of three identity-relevant aspects: (1) belonging to online Deaf communities, (2) communication affinity/preferences for sign and/or written language, and (3) the stigma associated with hearing loss. Based on these aspects, a questionnaire was developed and applied to a study with 46 participants. The findings revealed that the motivation to communicate on SNSs is positively associated with identification with online Deaf communities, an affinity for communication in written language and an affinity/preference for communication in sign language. Better reading comprehension skills, crucial for written communication, are associated with less stigmatic experiences with regard to hearing loss. The model and the findings of this study can help improve understanding D/HH users’ online social interactions and can be used for educational purposes. It may contribute to the discussion of integrating SNSs as communication tools in personal learning environments, which can be an advantage for universal access.

Parent stress and satisfaction with early intervention services for children with disabilities – a longitudinal study from Germany

This study assessed parent–child and family-related stress at two points of time and analysed relationships between stress, child and family characteristics and parent satisfaction with early intervention services. In Germany, 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment responded to a questionnaire. Eighty-seven parents agreed to participate in the second survey. Results indicated that (a) perceived parenting competence is associated with general self-efficacy and satisfaction with professional support, (b) parent–child interactional stress increased with time, specifically in families with children with intellectual disability or visual impairment, (c) the level of satisfaction with amount and quality of family support was low in a considerable subgroup of parents, (d) regression analyses support predictive relationships among parent–child stress, family-related stress, perceived parenting competence and satisfaction with early intervention services.

Community building among deaf and hard of hearing people by using written language on social networking sites

Since D/deaf and hard-of-hearing users of social networking sites (SNSs) may have communication specificities in comparison to hearing people, we proposed a model for understanding what factors affect building online communities. The model includes written language skills, the frequency of written communication, online Deaf and hearing identity, and the tendency for community building. One-hundred-and-sixty-two German D/deaf and hard-of-hearing users completed an online questionnaire in German sign and written language. Evaluation of the model with structural equation modelling revealed three main findings. Firstly, identification with the hearing online world has a positive effect on written language skills, the frequency of written communication on SNSs and indirectly on the tendency to build online communities. Secondly, the frequency of written communication has a positive effect on the tendency to build community. Thirdly, a positive effect of online Deaf identity on the frequency of written communication was found. Our findings may aid in understanding that, despite possible technological constraints, both D/deaf and hard-of-hearing people communicate on SNSs in written language more frequently due to their identification either with the Deaf or hearing online world which results in an increased tendency to build online communities. We examine social networking site use among D/deaf and hard of hearing people.A research model is proposed where effects on community building are observed.Structural equations modelling is used to assess the model fit.Online hearing identity affects frequency of written communication.Frequency of written communication affects tendency for community building.

What Predicts the Frequencies of Activities on Social Networking Sites among the D/deaf and Hard of Hearing?

Abstract This study examined the predictions regarding the frequencies of activities on social networking sites among D/deaf and hard of hearing people in Germany. Regression analysis revealed that gender, level of education, frequencies of attending social networking sites using smartphones and tablets, as well as purposes of using social networking sites for fun and school or work, account for about 33% of the variances in the frequencies of activities on social networking sites. The findings indicated that men tend to conduct activities on social networking sites more often than women and users with lower levels of education tend to also be more active on social networking sites. Frequent attending social networking sites from smartphones and tablets predicted even more frequent activities on these sites and likewise the using of social networking sites for fun and school or work. These findings could importantly contribute towards actual debates about the possibilities of successfully including social networking sites within the education process. Future research should be attempted to identify which characteristics predict the frequencies of activities on social networking sites in other countries in order to compare the possible effects in countries on these activities and, consequently, users’ experiences with social networking sites.

Examining the Characteristics of Deaf and Hard of Hearing Users of Social Networking Sites

In this study we examined whether the level of hearing loss is related to the frequency of communication within different situations and performance activities on social networking sites. It was also investigated as to how the frequency of activities were related to the perceived accessibility of these sites. Firstly, the findings revealed that users with lower levels of hearing loss communicated more frequently with hearing persons in the written language than users at higher levels. In contrast, they communicated less frequently with deaf users in sign language than those with higher levels of hearing loss. Secondly, users with lower levels of hearing loss posted videos more frequently than those with higher levels. Thirdly, the more frequently the deaf and hard of hearing users actualized their profiles, posted photos, videos, commented and liked the content, the higher the perceived accessibility of those sites they reported.

The Concept of Examining the Experiences of Deaf and Hard of Hearing Online Users

Abstract Despite the widespread popularity of social networking sites (SNSs) among the deaf and hard of hearing (D/HH), relatively little has been published about how to examine their experiences on SNSs in terms of creating online communities to support non-formal education, such as e-learning. With this regard, this paper sets forth a new approach and proposes a theoretical model for examining the experiences of D/HH users of SNSs from the aspects of identity, community building and alliances between communities. Factors, such as hearing loss, educational background, the communication situation and the use of technology are all considered with regard to their meaning for communication at SNSs. The main aim of the model is to examine experiences in informal online spaces and provide a set of guidelines for efficient social and communication support for D/HH online users at non-formal educational process which will in particular serve teachers, designers and developers included in the process. We also point to further research in order to implement the model in the field as well.

Social-emotional competences in very young visually impaired children

Social-emotional competences are an important developmental domain for children with a visual impairment (VI). Therefore, early diagnosis in this regard is needed to ensure that VI children receive appropriate support. In this study, we used two preliminary German versions of the Infant–Toddler Social Emotional Assessment (ITSEA) and the Social-Emotional Assessment/Evaluation Measure (SEAM) to assess social-emotional competences in 92 VI infants and toddlers aged 12–36 months. Our results indicate that both instruments provide valid, reliable data and are suitable for use in practice. The results still reveal that understanding the emotions of other persons, paying attention to things around them and engaging with their environment, in addition to relating to other peers, seem to be the most important challenges for early intervention in VI toddlers. An additional disability is yet another condition that poses a specific challenge for VI education. The data also corroborate well-known findings from other research on the education of children with different conditions; in particular, the role of parental responsivity for the development of social-emotional competences is confirmed. Overall, the results suggest that the two instruments employed provide important information for educational practice, but further research is needed to demonstrate their full value.