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Psycho-communicative interruptions in hearing-impaired Egyptian Arabic-speaking children

Authors
  • Desoky, Hany1
  • Raaft, Omnia2
  • Azab, Safinaz Nagib1
  • 1 Beni Suef University, Beni Suef, Egypt , Beni Suef (Egypt)
  • 2 Cairo University, Giza, Egypt , Giza (Egypt)
Type
Published Article
Journal
Beni-Suef University Journal of Basic and Applied Sciences
Publisher
Springer Berlin Heidelberg
Publication Date
May 29, 2021
Volume
10
Issue
1
Identifiers
DOI: 10.1186/s43088-021-00124-9
Source
Springer Nature
Keywords
License
Green

Abstract

BackgroundHearing is critical for normal development and acquisition of language and speech, and hearing impairment exists when there is diminished sensitivity to the sounds normally heard. Several studies have suggested that one out of every two to three school-aged children with any degree of hearing impairment have academic, social, and behavioral difficulties. Purpose: to compare the degree of hearing loss regarding the psychological profile: behavioral, social, emotional, and cognition of hearing-impaired children, and then correlate this profile to language scale.ResultsHearing-impaired children showed more language, emotion, and behavioral difficulties and spent less time communicating than children with normal hearing. The lowest academic, social, and behavioral scores were in severe hearing-impaired group than in the other two groups.ConclusionEven slight/mild hearing impairment can result in negative consequences in the psychological profile, behavioral, social, and emotional, and there is significant relationship between delayed language, anxiety, and child behavior problems. Without appropriate interventions, these children are at risk of developing mental health disorders.

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