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Behavioral problems in deaf children: methodologic and theoretical considerations

G S Liptak, P A Siple

    Journal of Developmental and Behavioral Pediatrics : JDBP
    |March 1, 1981
    PubMed
    Summary
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    Methodological and theoretical issues hinder the study of behavioral problems in deaf children. Improving research methods and theories is crucial for understanding and intervening in these issues.

    Area of Science:

    • Developmental Psychology
    • Clinical Psychology
    • Special Education

    Background:

    • Behavioral problems in deaf children are a significant area of study.
    • Existing research faces methodological and theoretical challenges.

    Purpose of the Study:

    • To discuss problems in the study of behavioral issues in deaf children.
    • To suggest improvements in methodology and theory for more accurate research.

    Main Methods:

    • Critical analysis of existing studies on behavioral problems in deaf children.
    • Identification of common methodological deficiencies.
    • Review of theoretical frameworks and their limitations.

    Main Results:

    • Key methodological issues include imprecise definitions, poor operationalization of deafness, and inadequate comparison groups.

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  • Theoretical approaches often neglect individual differences and environmental factors.
  • Current research lacks the exactness needed for valid conclusions.

    • Conclusions:

    • Sound methodology and an eclectic theoretical approach are essential for understanding behavioral problems in deaf children.
    • Accurate understanding is vital for effective decision-making and interventions.
    • Future research must address identified methodological and theoretical gaps.