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Role-taking ability and social behavior in deaf school children
1University of Kansas.
American Annals of the Deaf
|July 1, 1990
Summary
Role-taking skills in deaf children positively correlate with emotional adjustment and self-image. However, role-taking ability did not reliably link to their social behaviors in this study.
Area of Science:
- Developmental Psychology
- Child Psychology
- Deaf Studies
Background:
- Understanding social-emotional development in deaf children is crucial.
- Role-taking, the ability to understand others' perspectives, is key to social competence.
- Previous research has not fully explored this link in prelingually deafened children.
Purpose of the Study:
- To investigate the relationship between role-taking skill and social-emotional adjustment in deaf children.
- To examine how role-taking performance relates to behavioral measures of social interaction.
- To identify factors influencing the connection between role-taking and social behavior in this population.
Main Methods:
- Twenty-three prelingually deaf children (ages 7-14) participated.
- Assessed role-taking ability, nonverbal intelligence, and social behaviors (helping, altruism).
- Received professional ratings on social-emotional adjustment, communication, and role-taking.
Main Results:
- Positive correlation found between role-taking performance and emotional adjustment ratings.
- Role-taking skill also linked to self-image and communicative effectiveness.
- No significant relationship observed between role-taking performance and measured social behaviors.
Conclusions:
- Role-taking skill appears integral to the emotional well-being and self-perception of deaf children.
- The independence of role-taking and social behavior warrants further investigation.
- Future research should explore mediating factors in deaf children's social development.