Research Article
BibTex RIS Cite

An Examination of the Social Skills of Preschool-Age Children with Cochlear Implants

Year 2023, Volume: 24 Issue: 4, 543 - 557, 01.12.2023
https://doi.org/10.21565/ozelegitimdergisi.1277447

Abstract

Introduction: The preschool period is the most critical time for the development of social skills. Children with cochlear implants experience challenges in many domains, particularly including communication skills. This study aimed to compare the social skills (initiation, academic support, friendship, and emotion regulation skills) of preschool-age children with cochlear implants to those of their hearing peers. The second aim was investigate the influence of unilateral/bilateral cochlear implant use and preschool attendance on social skills.
Method: Thirty-four children (16 girls, 18 boys) with cochlear implants with a mean age of 53.18 months and 36 hearing children (21 girls, 15 boys) with a mean age of 53.92 months were included in this study. The social skills of the hearing children and the children with cochlear implants were compared using the Preschool Social Skills Evaluation Scale. The influence of unilateral/bilateral cochlear implant use and the effect of preschool attendance on social skills were also investigated.
Findings: The performances of children with cochlear implants were significantly lower than those of their hearing peers in terms of initiation skills, academic support skills, friendship skills, and emotion regulation skills (p < .05). Bilateral cochlear implant users had significantly higher initiation skills than unilateral cochlear implant users, and cochlear implant users who attended preschool had significantly higher academic support skills than cochlear implant users who did not attend preschool.
Discussion: Preschool-age children with cochlear implants were behind their hearing age-mates in social skills and required increased educational support to promote their social skills. Being a bilateral cochlear implant user and attending preschool education had positive effects on social skills.

Supporting Institution

Yok

Project Number

Yok

Thanks

-

References

  • American Speech-Language-Hearing Association. (2021). Effects of hearing loss on development. https://www.asha.org/public/hearing/effects-of-hearing-loss-on-development/
  • Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C., Fielding, J. E., Normand, J., Carande-Kulis, V. G., & Task Force on Community Preventive Services. (2003). The effectiveness of early childhood development programs: A systematic review. American Journal of Preventive Medicine, 24(3), 32-46. https://doi.org/10.1016/S0749-3797(02)00655-4
  • Antia, S. D., Jones, P., Luckner, J., Kreimeyer, K. H., & Reed, S. (2011). Social outcomes of students who are deaf and hard of hearing in general education classrooms. Exceptional Children, 77(4), 489-504. https://doi.org/10.1177/001440291107700407
  • Barbarin, O., Bryant, D., McCandies, T., Burchinal, M., Early, D., Clifford, R., Pianta, R., & Howes, C. (2006). Children enrolled in public pre‐K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence. American Journal of Orthopsychiatry, 76(2), 265-276. https://doi.org/10.1037/0002-9432.76.2.265
  • Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. http://epicpolicy.org/publication/preschool-education
  • Baş, B., & Yücel, E. (2022). Evaluation of phoneme recognition skills in pediatric auditory brainstem implant users. European Archives of Oto-Rhino-Laryngology, 279(4), 1741-1749. https://doi.org/10.1007/s00405-021-06840-3
  • Baş, B., & Yücel, E. (2023). Sensory profiles of children using cochlear implant and auditory brainstem implant. International Journal of Pediatric Otorhinolaryngology, 170, 111584. https://doi.org/10.1016/j.ijporl.2023.111584
  • Beitchman, J. H., Wilson, B., Brownlie, E. B., Walters, H., & Lancee, W. (1996). Long-term consistency in speech/language profiles: I. Developmental and academic outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 35(6), 804-814. https://doi.org/10.1097/00004583-199606000-00021
  • Boons, T., Brokx, J. P., Frijns, J. H., Peeraer, L., Philips, B., Vermeulen, A., Wouters, J., & Van Wieringen, A. (2012). Effect of pediatric bilateral cochlear implantation on language development. Archives of Pediatrics & Adolescent Medicine, 166(1), 28-34. https://doi.org/10.1001/archpediatrics.2011.748
  • Brown, K. D., & Balkany, T. J. (2007). Benefits of bilateral cochlear implantation: A review. Current Opinion in Otolaryngology & Head and Neck Surgery, 15(5), 315-318. https://doi.org/10.1097/MOO.0b013e3282ef3d3e
  • Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1-13. https://doi.org/10.1037/0022-0663.98.1.1
  • Chen, Y., Li, Y., Jia, H., Gu, W., Wang, Z., Zhang, Z., Xue, M., Li, J., Shi, W., Jhiang, L., Yang, L., Sterkers, O., & Wu, H. (2023). Simultaneous bilateral cochlear implantation in very young children improves adaptability and social skills: A prospective cohort study. Ear and Hearing, 44(2), 254-263. https://doi.org/10.1097/AUD.0000000000001276
  • Chute, P. M., & Nevins, M. E. (2003). Educational challenges for children with cochlear implants. Topics in Language Disorders, 23(1), 57-67. https://eric.ed.gov/?id=EJ666196
  • Çubukçu, Z., & Gültekin, M. (2006). İlköğretimde öğrencilere kazandırılması gereken sosyal beceriler. Bilig, 37, 155-174. https://dergipark.org.tr/en/pub/bilig/issue/25369/267789
  • Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(1), 50-58. https://doi.org/10.1093/deafed/enp024
  • DeLuzio, J., & Girolametto, L. (2011). Peer interactions of preschool children with and without hearing loss. Journal of Speech, Language, and Hearing Research, 54(4), 1197-1210. https://doi.org/10.1044/1092- 4388(2010/10-0099)
  • Denham, S. A., Wyatt, T., Bassett, H. H., Echeverria, D., & Knox, S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology & Community Health, 63(1), 37-52. http://dx.doi.org/10.1136/jech.2007.070797
  • Educators’ Resource Guide. (2009). Supporting students who are deaf and/or hard of hearing. https://www.edu.gov.mb.ca/k12/specedu/dhh/resources/resource_guide.pdf
  • Erbay, F., & Yıldırım-Doğru, S. S. (2010). The effectiveness of creative drama education on the teaching of social communication skills in mainstreamed students. Procedia-Social and Behavioral Sciences, 2(2), 4475-4479. https://doi.org/10.1016/j.sbspro.2010.03.714
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage.
  • Fulcher, A., Sargeant, A., De Rosnay, M., Hopkins, T., Neal, K., & Davis, A. (2021). Communication that leads to successful social inclusion for children with hearing loss: Are excellent speech and language skills sufficient? Australasian Journal of Special and Inclusive Education, 45(2), 108-121. https://doi.org/10.1017/jsi.2021.12
  • Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344. https://doi.org/10.1177/001440290106700303
  • Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84-108. https://doi.org/10.1046/j.0021-9630.2003.00308.x
  • Johnston, J. C., Durieux-Smith, A., Angus, D., O'Connor, A., & Fitzpatrick, E. (2009). Bilateral paediatric cochlear implants: A critical review. International Journal of Audiology, 48(9), 601-617. https://doi.org/10.1080/14992020802665967
  • Karasar, N. (2015). Bilimsel araştırma yöntemi. (28. baskı). Nobel Yayıncılık.
  • Kramer, L., & Kowal, A. K. (2005). Sibling relationship quality from birth to adolescence: The enduring contributions of friends. Journal of Family Psychology, 19(4), 503-511. https://doi.org/10.1037/0893- 3200.19.4.503.
  • Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303-309. https://doi.org/10.1007/s10643-009-0354-8
  • Kutlu, S., Özkan, H. B., & Yücel, E. (2021). A study on the association of functional hearing behaviors with semantics, morphology and syntax in cochlear-implanted preschool children. International Journal of Pediatric Otorhinolaryngology, 148, Article110814. https://doi.org/10.1016/j.ijporl.2021.110814
  • Ladd, G. W., & Coleman, C. C. (1997). Children’s classroom peer relationships and early school attitudes: Concurrent and longitudinal associations. Early Education and Development, 4, 51-66. http://dx.doi.org/10.1207/s15566935eed0801_5
  • Laugen, N. J., Jacobsen, K. H., Rieffe, C., & Wichstrøm, L. (2017). Social skills in preschool children with unilateral and mild bilateral hearing loss. Deafness & Education International, 19(2), 54-62. https://doi.org/10.1080/14643154.2017.1344366
  • Martin, D., Bat-Chava, Y., Lalwani, A., & Waltzman, S. B. (2011). Peer relationships of deaf children with cochlear implants: Predictors of peer entry and peer interaction success. Journal of Deaf Studies and Deaf Education, 16(1), 108-120. https://doi.org/10.1093/deafed/enq037
  • Meinzen-Derr, J., Wiley, S., & Choo, D. I. (2011). Impact of early intervention on expressive and receptive language development among young children with permanent hearing loss. American Annals of the Deaf, 155(5), 580-591. DOI:10.1353/aad.2011.0010
  • Moore, J. E., Cooper, B. R., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H., Jacobson, L., & Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the socialemotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127-138. https://doi.org/10.1016/j.ecresq.2015.03.004
  • Morgan, H. (2019). Does high-quality preschool benefit children? What the research shows. Education Sciences, 9(1), 1-9. https://doi.org/10.3390/educsci9010019
  • Movallali, G., Jalil-Abkenar, S. S., & A'shouri, M. (2015). The efficacy of group play therapy on the social skills of pre-school hearing-impaired children. Archives of Rehabilitation, 16(1), 76-85. https://rehabilitationj.uswr.ac.ir/article-1-1568-fa.pdf
  • Niparko, J. K., Tobey, E. A., Thal, D. J., Eisenberg, L. S., Wang, N. Y., Quittner, A. L., Fink, N. E., & CDaCI Investigative Team. (2010). Spoken language development in children following cochlear implantation. Jama, 303(15), 1498-1506. https://doi.org/10.1001/jama.2010.451
  • Nunes, T., Pretzlik, U., & Olsson, J. (2001). Deaf children's social relationships in mainstream schools. Deafness & Education International, 3(3), 123-136. https://doi.org/10.1179/146431501790560972
  • Ölçer, S., & Aytar, A. G. (2014). A comparative study into social skills of five-six year old children and parental behaviors. Procedia-Social and Behavioral Sciences, 141, 976-995. https://doi.org/10.1016/j.sbspro.2014.05.167
  • Ömeroğlu, E., Büyüköztürk, Ş., Çakan, M., Aydoğan, Y., Kılıç-Çakmak, E., Gültekin-Akduman, G., Özyürek, A., Günindi, Y., Kutlu, Ö., & Çoban, A. (2014). Okul öncesi sosyal beceri değerlendirme ölçeği anne-baba formuna ait norm değerlerinin belirlenmesi ve yorumlanması. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(2), 102-115. 17. https://www.researchgate.net/publication/284888834
  • Punch, R., & Hyde, M. (2011). Social participation of children and adolescents with cochlear implants: A qualitative analysis of parent, teacher, and child interviews. Journal of Deaf Studies and Deaf Education, 16(4), 474-493. https://doi.org/10.1093/deafed/enr001
  • Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353-361. https://link.springer.com/article/10.1007/s10803-007-0402-4
  • Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191. https://doi.org/10.1016/j.ecresq.2010.07.003
  • Rothenberg, D. (1995). Full-day kindergarten programs. ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.
  • Sarant, J. Z., Harris, D. C., Galvin, K. L., Bennet, L. A., Canagasabey, M., & Busby, P. A. (2018). Social development in children with early cochlear implants: Normative comparisons and predictive factors, including bilateral implantation. Ear and Hearing, 39(4), 770-782. https://doi.org/10.1097/AUD.0000000000000533
  • Sarant, J., Harris, D., Bennet, L., & Bant, S. (2014). Bilateral versus unilateral cochlear implants in children: A study of spoken language outcomes. Ear and Hearing, 35(4), 396-409. https://doi.org/10.1097/AUD.0000000000000022
  • Sininger, Y. S., Grimes, A., & Christensen, E. (2010). Auditory development in early amplified children: Factors influencing auditory-based communication outcomes in children with hearing loss. Ear and Hearing, 31(2), 166-185. https://doi.org/10.1097/AUD.0b013e3181c8e7b6
  • Tait, M., Nikolopoulos, T. P., De Raeve, L., Johnson, S., Datta, G., Karltorp, E., Ostlund E., Johansson, U., Van Knegsel, E., Mylanus, E. A. M., Gulpen, P. M. H., Beers, M., & Frijns, J. H. M. (2010). Bilateral versus unilateral cochlear implantation in young children. International Journal of Pediatric Otorhinolaryngology, 74(2), 206-211. https://doi.org/10.1016/j.ijporl.2009.11.015
  • Weisel, A., Most, T., & Efron, C. (2005). Initiations of social interactions by young hearing impaired preschoolers. Journal of Deaf Studies and Deaf Education, 10(2), 161-170. https://doi.org/10.1093/deafed/eni016
  • Wie, O. B. (2010). Language development in children after receiving bilateral cochlear implants between 5 and 18 months. International Journal of Pediatric Otorhinolaryngology, 74(11), 1258-1266. https://doi.org/10.1016/j.ijporl.2010.07.026
  • Wiefferink, C. H., Rieffe, C., Ketelaar, L., & Frijns, J. H. (2012). Predicting social functioning in children with a cochlear implant and in normal-hearing children: The role of emotion regulation. International Journal of Pediatric Otorhinolaryngology, 76(6), 883-889. https://doi.org/10.1016/j.ijporl.2012.02.065
  • Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., Ludwig, J., Magnuson, K. A., Phillips, D., & Zaslow, M. J. (2013). Investing in our future: The evidence base on preschool education. Society for Research in Child Development. https://eric.ed.gov/?id=ED579818
  • Yoshinaga‐Itano, C. (2003). Early intervention after universal neonatal hearing screening: Impact on outcomes. Mental Retardation and Developmental Disabilities Research Reviews, 9(4), 252-266. DOI: 10.1002/mrdd.10088

Okul Öncesi Dönemdeki Koklear İmplant Kullanıcısı Çocukların Sosyal Becerilerinin İncelenmesi

Year 2023, Volume: 24 Issue: 4, 543 - 557, 01.12.2023
https://doi.org/10.21565/ozelegitimdergisi.1277447

Abstract

Giriş: Okul öncesi dönem, sosyal becerilerin gelişimi için en kritik olan dönemdir. Koklear implant kullanıcısı çocuklar başta iletişim becerileri olmak üzere birçok alanda zorluklar yaşamaktadır. Bu çalışmanın birinci amacı, okul öncesi dönemdeki koklear implant kullanıcısı çocukların sosyal becerilerini (başlangıç, akademik destek, arkadaşlık ve duygularını yönetme becerileri) işiten akranlarıyla karşılaştırmaktır. İkinci amaç, unilateral/bilateral koklear implant kullanımının ve okul öncesi eğitime devam etmenin sosyal beceriler üzerindeki etkisini araştırmaktır.
Yöntem: Çalışmaya yaş ortalaması 53.18 ay olan 34 koklear implantlı çocuk (16 kız, 18 erkek) ve yaş ortalaması 53.92 ay olan 36 işitmesi normal sınırlarda olan çocuk (21 kız, 15 erkek) dahil edilmiştir. Koklear implant kullanıcısı çocuklar ile işiten akranlarının sosyal becerileri “Okul Öncesi Sosyal Beceri Değerlendirme Ölçeği” kullanılarak karşılaştırılmıştır. Unialteral/bilateral koklear implant kullanımının ve okul öncesi eğitime devam etmenin sosyal beceriler üzerindeki etkisi de araştırılmıştır.
Bulgular: Koklear implantlı çocukların başlangıç becerileri, akademik destek becerileri, arkadaşlık becerileri ve duygularını yönetme becerileri işiten akranlarına göre anlamlı derecede düşüktü (p < .05). Bilateral koklear implant kullanan çocukların başlangıç becerileri unilateral koklear implant kullanan çocuklara göre anlamlı derecede daha yüksekti ve okul öncesi eğitime devam eden koklear implant kullanan çocukların akademik destek becerileri okul öncesi eğitime devam etmeyen koklear implant kullanan çocuklara göre anlamlı derecede daha yüksekti.
Tartışma: Koklear implantlı okul öncesi dönemdeki çocukların, sosyal becerilerde işiten yaşıtlarının gerisinde oldukları ve sosyal becerilerini geliştirmek için daha fazla eğitim desteğine ihtiyaç duydukları görülmüştür. Bilateral koklear implant kullanıcısı olmanın ve okul öncesi eğitime devam etmenin sosyal beceriler üzerinde olumlu etkisi bulunmaktadır.

Project Number

Yok

References

  • American Speech-Language-Hearing Association. (2021). Effects of hearing loss on development. https://www.asha.org/public/hearing/effects-of-hearing-loss-on-development/
  • Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C., Fielding, J. E., Normand, J., Carande-Kulis, V. G., & Task Force on Community Preventive Services. (2003). The effectiveness of early childhood development programs: A systematic review. American Journal of Preventive Medicine, 24(3), 32-46. https://doi.org/10.1016/S0749-3797(02)00655-4
  • Antia, S. D., Jones, P., Luckner, J., Kreimeyer, K. H., & Reed, S. (2011). Social outcomes of students who are deaf and hard of hearing in general education classrooms. Exceptional Children, 77(4), 489-504. https://doi.org/10.1177/001440291107700407
  • Barbarin, O., Bryant, D., McCandies, T., Burchinal, M., Early, D., Clifford, R., Pianta, R., & Howes, C. (2006). Children enrolled in public pre‐K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence. American Journal of Orthopsychiatry, 76(2), 265-276. https://doi.org/10.1037/0002-9432.76.2.265
  • Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. http://epicpolicy.org/publication/preschool-education
  • Baş, B., & Yücel, E. (2022). Evaluation of phoneme recognition skills in pediatric auditory brainstem implant users. European Archives of Oto-Rhino-Laryngology, 279(4), 1741-1749. https://doi.org/10.1007/s00405-021-06840-3
  • Baş, B., & Yücel, E. (2023). Sensory profiles of children using cochlear implant and auditory brainstem implant. International Journal of Pediatric Otorhinolaryngology, 170, 111584. https://doi.org/10.1016/j.ijporl.2023.111584
  • Beitchman, J. H., Wilson, B., Brownlie, E. B., Walters, H., & Lancee, W. (1996). Long-term consistency in speech/language profiles: I. Developmental and academic outcomes. Journal of the American Academy of Child & Adolescent Psychiatry, 35(6), 804-814. https://doi.org/10.1097/00004583-199606000-00021
  • Boons, T., Brokx, J. P., Frijns, J. H., Peeraer, L., Philips, B., Vermeulen, A., Wouters, J., & Van Wieringen, A. (2012). Effect of pediatric bilateral cochlear implantation on language development. Archives of Pediatrics & Adolescent Medicine, 166(1), 28-34. https://doi.org/10.1001/archpediatrics.2011.748
  • Brown, K. D., & Balkany, T. J. (2007). Benefits of bilateral cochlear implantation: A review. Current Opinion in Otolaryngology & Head and Neck Surgery, 15(5), 315-318. https://doi.org/10.1097/MOO.0b013e3282ef3d3e
  • Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1-13. https://doi.org/10.1037/0022-0663.98.1.1
  • Chen, Y., Li, Y., Jia, H., Gu, W., Wang, Z., Zhang, Z., Xue, M., Li, J., Shi, W., Jhiang, L., Yang, L., Sterkers, O., & Wu, H. (2023). Simultaneous bilateral cochlear implantation in very young children improves adaptability and social skills: A prospective cohort study. Ear and Hearing, 44(2), 254-263. https://doi.org/10.1097/AUD.0000000000001276
  • Chute, P. M., & Nevins, M. E. (2003). Educational challenges for children with cochlear implants. Topics in Language Disorders, 23(1), 57-67. https://eric.ed.gov/?id=EJ666196
  • Çubukçu, Z., & Gültekin, M. (2006). İlköğretimde öğrencilere kazandırılması gereken sosyal beceriler. Bilig, 37, 155-174. https://dergipark.org.tr/en/pub/bilig/issue/25369/267789
  • Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(1), 50-58. https://doi.org/10.1093/deafed/enp024
  • DeLuzio, J., & Girolametto, L. (2011). Peer interactions of preschool children with and without hearing loss. Journal of Speech, Language, and Hearing Research, 54(4), 1197-1210. https://doi.org/10.1044/1092- 4388(2010/10-0099)
  • Denham, S. A., Wyatt, T., Bassett, H. H., Echeverria, D., & Knox, S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology & Community Health, 63(1), 37-52. http://dx.doi.org/10.1136/jech.2007.070797
  • Educators’ Resource Guide. (2009). Supporting students who are deaf and/or hard of hearing. https://www.edu.gov.mb.ca/k12/specedu/dhh/resources/resource_guide.pdf
  • Erbay, F., & Yıldırım-Doğru, S. S. (2010). The effectiveness of creative drama education on the teaching of social communication skills in mainstreamed students. Procedia-Social and Behavioral Sciences, 2(2), 4475-4479. https://doi.org/10.1016/j.sbspro.2010.03.714
  • Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage.
  • Fulcher, A., Sargeant, A., De Rosnay, M., Hopkins, T., Neal, K., & Davis, A. (2021). Communication that leads to successful social inclusion for children with hearing loss: Are excellent speech and language skills sufficient? Australasian Journal of Special and Inclusive Education, 45(2), 108-121. https://doi.org/10.1017/jsi.2021.12
  • Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344. https://doi.org/10.1177/001440290106700303
  • Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84-108. https://doi.org/10.1046/j.0021-9630.2003.00308.x
  • Johnston, J. C., Durieux-Smith, A., Angus, D., O'Connor, A., & Fitzpatrick, E. (2009). Bilateral paediatric cochlear implants: A critical review. International Journal of Audiology, 48(9), 601-617. https://doi.org/10.1080/14992020802665967
  • Karasar, N. (2015). Bilimsel araştırma yöntemi. (28. baskı). Nobel Yayıncılık.
  • Kramer, L., & Kowal, A. K. (2005). Sibling relationship quality from birth to adolescence: The enduring contributions of friends. Journal of Family Psychology, 19(4), 503-511. https://doi.org/10.1037/0893- 3200.19.4.503.
  • Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37(4), 303-309. https://doi.org/10.1007/s10643-009-0354-8
  • Kutlu, S., Özkan, H. B., & Yücel, E. (2021). A study on the association of functional hearing behaviors with semantics, morphology and syntax in cochlear-implanted preschool children. International Journal of Pediatric Otorhinolaryngology, 148, Article110814. https://doi.org/10.1016/j.ijporl.2021.110814
  • Ladd, G. W., & Coleman, C. C. (1997). Children’s classroom peer relationships and early school attitudes: Concurrent and longitudinal associations. Early Education and Development, 4, 51-66. http://dx.doi.org/10.1207/s15566935eed0801_5
  • Laugen, N. J., Jacobsen, K. H., Rieffe, C., & Wichstrøm, L. (2017). Social skills in preschool children with unilateral and mild bilateral hearing loss. Deafness & Education International, 19(2), 54-62. https://doi.org/10.1080/14643154.2017.1344366
  • Martin, D., Bat-Chava, Y., Lalwani, A., & Waltzman, S. B. (2011). Peer relationships of deaf children with cochlear implants: Predictors of peer entry and peer interaction success. Journal of Deaf Studies and Deaf Education, 16(1), 108-120. https://doi.org/10.1093/deafed/enq037
  • Meinzen-Derr, J., Wiley, S., & Choo, D. I. (2011). Impact of early intervention on expressive and receptive language development among young children with permanent hearing loss. American Annals of the Deaf, 155(5), 580-591. DOI:10.1353/aad.2011.0010
  • Moore, J. E., Cooper, B. R., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H., Jacobson, L., & Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the socialemotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127-138. https://doi.org/10.1016/j.ecresq.2015.03.004
  • Morgan, H. (2019). Does high-quality preschool benefit children? What the research shows. Education Sciences, 9(1), 1-9. https://doi.org/10.3390/educsci9010019
  • Movallali, G., Jalil-Abkenar, S. S., & A'shouri, M. (2015). The efficacy of group play therapy on the social skills of pre-school hearing-impaired children. Archives of Rehabilitation, 16(1), 76-85. https://rehabilitationj.uswr.ac.ir/article-1-1568-fa.pdf
  • Niparko, J. K., Tobey, E. A., Thal, D. J., Eisenberg, L. S., Wang, N. Y., Quittner, A. L., Fink, N. E., & CDaCI Investigative Team. (2010). Spoken language development in children following cochlear implantation. Jama, 303(15), 1498-1506. https://doi.org/10.1001/jama.2010.451
  • Nunes, T., Pretzlik, U., & Olsson, J. (2001). Deaf children's social relationships in mainstream schools. Deafness & Education International, 3(3), 123-136. https://doi.org/10.1179/146431501790560972
  • Ölçer, S., & Aytar, A. G. (2014). A comparative study into social skills of five-six year old children and parental behaviors. Procedia-Social and Behavioral Sciences, 141, 976-995. https://doi.org/10.1016/j.sbspro.2014.05.167
  • Ömeroğlu, E., Büyüköztürk, Ş., Çakan, M., Aydoğan, Y., Kılıç-Çakmak, E., Gültekin-Akduman, G., Özyürek, A., Günindi, Y., Kutlu, Ö., & Çoban, A. (2014). Okul öncesi sosyal beceri değerlendirme ölçeği anne-baba formuna ait norm değerlerinin belirlenmesi ve yorumlanması. Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4(2), 102-115. 17. https://www.researchgate.net/publication/284888834
  • Punch, R., & Hyde, M. (2011). Social participation of children and adolescents with cochlear implants: A qualitative analysis of parent, teacher, and child interviews. Journal of Deaf Studies and Deaf Education, 16(4), 474-493. https://doi.org/10.1093/deafed/enr001
  • Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353-361. https://link.springer.com/article/10.1007/s10803-007-0402-4
  • Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191. https://doi.org/10.1016/j.ecresq.2010.07.003
  • Rothenberg, D. (1995). Full-day kindergarten programs. ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.
  • Sarant, J. Z., Harris, D. C., Galvin, K. L., Bennet, L. A., Canagasabey, M., & Busby, P. A. (2018). Social development in children with early cochlear implants: Normative comparisons and predictive factors, including bilateral implantation. Ear and Hearing, 39(4), 770-782. https://doi.org/10.1097/AUD.0000000000000533
  • Sarant, J., Harris, D., Bennet, L., & Bant, S. (2014). Bilateral versus unilateral cochlear implants in children: A study of spoken language outcomes. Ear and Hearing, 35(4), 396-409. https://doi.org/10.1097/AUD.0000000000000022
  • Sininger, Y. S., Grimes, A., & Christensen, E. (2010). Auditory development in early amplified children: Factors influencing auditory-based communication outcomes in children with hearing loss. Ear and Hearing, 31(2), 166-185. https://doi.org/10.1097/AUD.0b013e3181c8e7b6
  • Tait, M., Nikolopoulos, T. P., De Raeve, L., Johnson, S., Datta, G., Karltorp, E., Ostlund E., Johansson, U., Van Knegsel, E., Mylanus, E. A. M., Gulpen, P. M. H., Beers, M., & Frijns, J. H. M. (2010). Bilateral versus unilateral cochlear implantation in young children. International Journal of Pediatric Otorhinolaryngology, 74(2), 206-211. https://doi.org/10.1016/j.ijporl.2009.11.015
  • Weisel, A., Most, T., & Efron, C. (2005). Initiations of social interactions by young hearing impaired preschoolers. Journal of Deaf Studies and Deaf Education, 10(2), 161-170. https://doi.org/10.1093/deafed/eni016
  • Wie, O. B. (2010). Language development in children after receiving bilateral cochlear implants between 5 and 18 months. International Journal of Pediatric Otorhinolaryngology, 74(11), 1258-1266. https://doi.org/10.1016/j.ijporl.2010.07.026
  • Wiefferink, C. H., Rieffe, C., Ketelaar, L., & Frijns, J. H. (2012). Predicting social functioning in children with a cochlear implant and in normal-hearing children: The role of emotion regulation. International Journal of Pediatric Otorhinolaryngology, 76(6), 883-889. https://doi.org/10.1016/j.ijporl.2012.02.065
  • Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., Ludwig, J., Magnuson, K. A., Phillips, D., & Zaslow, M. J. (2013). Investing in our future: The evidence base on preschool education. Society for Research in Child Development. https://eric.ed.gov/?id=ED579818
  • Yoshinaga‐Itano, C. (2003). Early intervention after universal neonatal hearing screening: Impact on outcomes. Mental Retardation and Developmental Disabilities Research Reviews, 9(4), 252-266. DOI: 10.1002/mrdd.10088
There are 52 citations in total.

Details

Primary Language English
Subjects Impaired Hearing Education
Journal Section Articles
Authors

Sevgi Kutlu 0000-0002-2175-5280

Esra Yücel 0000-0002-0597-6358

Project Number Yok
Early Pub Date September 2, 2023
Publication Date December 1, 2023
Published in Issue Year 2023 Volume: 24 Issue: 4

Cite

APA Kutlu, S., & Yücel, E. (2023). An Examination of the Social Skills of Preschool-Age Children with Cochlear Implants. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(4), 543-557. https://doi.org/10.21565/ozelegitimdergisi.1277447

Creative Commons Lisansı
The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

13336   13337      13339  13340