Preventive intervention for school-age deaf children: the PATHS curriculum

Area of Science:

• Child Psychology
• Special Education
• Preventive Interventions

Background:

• Deaf children face unique social, emotional, and cognitive challenges.
• School-based programs can foster crucial life skills for vulnerable populations.
• The Promoting Alternative THinking Strategies (PATHS) Curriculum targets self-control, emotional understanding, and problem-solving.

Purpose of the Study:

• To evaluate the PATHS Curriculum's impact on social, cognitive, and behavioral outcomes in elementary-aged deaf children.
• To assess the effectiveness of a school-based preventive intervention for deaf children.
• To examine the long-term maintenance of intervention effects.

Main Methods:

• A quasi-experimental, wait-list control design was employed.
• The study included 57 deaf children across 11 self-contained classrooms using Total Communication.
• Teachers received PATHS training and delivered lessons throughout the school year.

Main Results:

• Significant improvements were observed in social problem-solving skills.
• Enhanced emotional recognition skills and improved social competence (rated by teachers and parents) were noted.
• No significant effects on psychopathology were found in this normative sample, and effects were maintained at 1- and 2-year follow-ups.

Conclusions:

• The PATHS Curriculum is effective in enhancing social and emotional skills for deaf children.
• School-based interventions can successfully address developmental needs in deaf populations.
• Sustained positive outcomes highlight the value of preventive strategies in special education.