hearing impairment

The present study was conducted to investigate the effectiveness of cognitive behavioral group intervention on self-efficacy in hearing-impaired students with anxiety symptoms. The research is a quasi-experimental study that was conducted as a pretest-posttest with a control group. The statistical population included all deaf students of Bojnourd and Shirvan cities in 2021. The research sample included 24 anxious deaf students (12 people in each group) who were identified as having anxiety symptoms based on the Beck Anxiety Inventory (cut-off score of 26). Beck’s Anxiety Inventory (BAI, 1988) and Self-Efficacy Questionnaire for Children(SEQ-C, Muris, 2001) were used to collect data. The experimental group received cognitive behavioral group intervention for 12 sessions of 45 minutes once a week. The data were analyzed using multivariate covariance analysis. The results showed that cognitive behavioral group intervention effectively increased students' self-efficacy with anxious hearing loss (p<0.001). This finding states that group cognitive behavioral therapy can effectively improve hearing-impaired students' quality of life. It is recommended as a useful therapeutic intervention for them in welfare and educational centers.

The study aimed to investigate the effect of non-violent communication program on parenting self-efficacy and psychological well-being in mothers of children with hearing impairment. This research was a semi-experimental by pre-test, post-test design with a control group. The total number of the statistical population was 49 people, 30 of the mothers were selected from the mainstreaming schools in Isfahan city using convenient sampling method and were randomly assigned in two experimental and control groups of 15 people. Dumka and et al. Parental Self Agency Measure and Ryff Psychological Well-being were used for assessment of all participants. The experimental group participated in the intervention in 8 sessions of 45 minutes and one sessions weekly. Then both groups were evaluated with the same scales. Data were analyzed by univariate analysis of covariance. The results indicated that the non-violent communication program had a significant and positive effect on parenting self-efficacy and psychological well-being in the experimental group. Since the intervention improved parenting self-efficacy and psychological well-being in mothers of children with hearing impairment, therefore planning for this intervention has an important role in improvement of the parenting self-efficacy and psychological well-being of mothers.

The purpose of this research was to determine the effectiveness of play therapy on communication skills, feelings of loneliness, and educational adjustment of children with hearing impairment. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all students with hearing impairment in the age range of 6 to 12 years in Damghan city in the academic year of 2018-2019, and 16 of them were randomly selected in two experimental and control groups using available sampling method. (Each group 8 people) were assigned. In order to measure the variables, the Revised Questionnaire of Queen-Dame Communication Skills (QCST-R), the Revised Loneliness Scale of Russell, Peplau and Catrona (R-UCLA) and the Educational Adjustment Questionnaire of Teaguez, Clark and Thorpe were used and the interventions Play therapy was performed as a group for the experimental group during 12 45-minute sessions in the rehabilitation unit. Multivariate covariance analysis was used in the SPSS software environment to check the research hypotheses. The results of the present study showed that the average of the experimental group was different in the post-test of communication skills and academic adjustment and feelings of loneliness. In fact, play therapy increases communication skills and its components (the ability to receive and send messages, emotional control, listening skills, insight into the process of communication and communication combined with assertiveness) as well as the educational adjustment of children with hearing impairment (p<0.01), and play-therapy was effective in reducing the loneliness of these children (p<0.01). It is suggested to use cognitive-behavioral play therapy with group performance to improve communication skills and increase educational adaptation and reduce the feeling of loneliness of hearing impaired children.

The Persian Narrative Discourse Test (PNDT), a tool for clinically evaluating the discourse of Persian-spoken children and adults, with and without special needs, has provided no measure to evaluate the story grammar. The present research was made to standardize the story grammar test to clinically evaluate Persian-spoken people’s narrative discourse, having communication disorders.

To evaluate the narrative using the Likert Scale, this study applied a five-level questionnaire to measure the clarity of the elements for four narrative sections in Thorndyke’s hierarchical model. Six linguists and six speech and language pathologists were consulted to determine if the proposed questions would encompass the observed behavioral range (story grammar), be easily understood and applicable for all examiners, and ensure that the questionnaire would have a high content validity indicator, according to the experts’ opinion. To specify differential validity, the story grammar was evaluated for both story retelling and improvised narrative creation assignments made by two groups of elementary students, with and without hearing disorders, in regular elementary schools. The reliability was examined as intra-rater and extra-rater.

In the setting and theme sections, no significant variation was observed between the average scores of hearing and hearing-impaired groups to create a narrative or retell a story, but in the sections of episodes (P<0.001) and resolution (P<0.001), the hearing group’s scorers were significantly higher than hearing-impaired one.

The validity and reliability of the Thorndyke -based test revealed that it is an effective tool for the clinical evaluation of story order.

The purpose of this study was to predict parenting stress based on meta-parenting, self-compassion, and subjective vitality among mothers of children with hearing impairment. The research method is quantitative and correlational. The statistical population of the study was all mothers with children with hearing impairment in Tehran in the academic year 2020-2021, 150 of whom entered the study by convenience sampling method. Participants answered the parenting stress index (Abidin, 1995), meta-parenting questionnaire (Hawk and Holden, 2006), self-compassion scale (Neff, 2003), and subjective vitality scale (Ryan and Frederick, 1997). The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was a negative and significant correlation between meta-parenting, self-compassion, and subjective vitality with parenting stress (P<0/01). Regression analyses also revealed that %66/4 of the variance of parenting stress was explained by meta-parenting, self-compassion, and subjective vitality. The findings of this study show that parenting stress of mothers with children with hearing impairment can be reduced by promoting meta-parenting, self-compassion, and subjective vitality.

Adaptation problems in children with hearing impairment require therapeutic interventions. Therefore, this study was conducted to investigate the effect of painting-based art therapy on the aggressive behavior of female students with hearing impairment.

This was a quasi-experimental study with a pretest-posttest design, control and experimental groups, and a three-month follow-up. The statistical population included female students with hearing impairment who were studying in special schools of Shahrekord in the academic year 2019-2020, from which 30 students who met the inclusion criteria were selected by the convenient sampling method and assigned to the experimental group (n = 15) and the control group (n = 15) after matching. The experimental group received a painting therapy package for 15 sessions, and the control group received no intervention. All subjects were assessed in the pre-test and post-test stages by Buss and Perrychr('39')s (1992) Aggression Questionnaire. Data were analyzed using repeated-measures ANOVA and SPSS 24 software.

The results indicated that painting-based art therapy reduced aggressive behavior and the components of anger, verbal aggression, and resentment both in the post-test and follow-up stages (P <0.01).

According to the results, painting-based art therapy is recommended to therapists in the field of children with special needs as an effective psychotherapy method to reduce the clinical signs of aggressive behavior disorder in students.

The purpose of this study was to evaluate the effectiveness of cognitive-behavioral therapy (CBT) on reducing separation anxiety in children with hearing impairment. The present study is a quasi-experimental study with a pretest-posttest design with the control group. The statistical population composed of all 6-12-years-old children with hearing impairment, covered by the Kamyaran Welfare Office in 2018. 26 Children who had earned a Score above the cut-off point in the separation anxiety disorder scale in the Child Abnormal Symptoms Inventory were selected and randomly assigned to the experimental group (n=13) and the control group (n=13). The experimental group received CBT skills training in 12 weekly sessions. Data were analyzed using analysis of covariance. The results showed a significant difference between experimental and control groups in pre-test and post-test (p <0.001). Therefore, cognitive-behavioral therapy can reduce separation anxiety in children with hearing impairment and is recommended as a beneficial treatment intervention for hearing-impaired children in Welfare and medical centers.

Hearing impairment affects all aspects of an individual's life, while applying cognitive rehabilitation program based on memory has been associated with practical outcomes. The present study aimed to determine the effectiveness of cognitive rehabilitation programs based on memory on the behavioral problems and working memory in students with hearing impairment.  

The present research was a semi-experimental study with pre-test, post-test design, and control group. The participants were 26 girl children with hearing impairment from schools in Isfahan city using a convenient sampling method. Subjects were divided into experimental and control groups, each group consisting of 13 children. The experimental group received ten cognitive rehabilitation sessions based on memory, while the control group did not. The instruments were the Child Behavior Checklist (2001) and Working Memory Test Battery for Children (2017). Data were analyzed using MANCOVA.

The results showed that cognitive rehabilitation program based on memory had a significant effect on the behavioral problems and working memory of subjects (P<0.0001).

According to the findings, cognitive rehabilitation program based on memory improved behavioral problems and working memory in students with hearing impairment. So, this program can be used to improve behavioral problems and working memory of these students and planning for providing a cognitive rehabilitation program based on memory for them is of particular importance.

The purpose of this research was to investigate the effectiveness of the cognitive rehabilitation program on prospective and retrospective memory in students with hearing impairment. The present research was a semi-experimental study with pre-test, post-test design and control group. The statistical population of the study consisted of students with hearing impairment in Isfahan city. The participants were 26 girl students with hearing impairment from Mir Deaf School using convenient sampling method. They were divided into experimental and control groups, each group consisting of 13 children. The experimental group received cognitive rehabilitation program in 10 sessions (two sessions weekly; each lasts for 50 minutes), while the control group did not participate in this program and kept in a waiting-list. The instrument was Crawford, Smith, Maylor, Della Sala and Logie Prospective and Retrospective Memory Questionnaire. The data were analyzed using the multivariate analysis of covariance (MANCOVA). The results revealed that there was a significant increase in the mean prospective and retrospective memory scores of the experimental group post-intervention in comparison with the control group. The cognitive rehabilitation program improved prospective and retrospective memory of students with hearing impairment. So, planning for providing of cognitive rehabilitation program for them has particular importance.

Hearing impairment affects all aspect of individual's life, while applying cognitive rehabilitation program based on memory has been associated with effective outcomes. Present study was aimed to determine the effectiveness of cognitive rehabilitation program based on memory on executive functions and cognitive emotion regulation in students with hearing impairment. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 26 girl children with hearing impairment from schools in Isfahan city using convenient method. Subjects were divided into experimental and control groups, each group consisting of 13 children. The experimental group received 10 sessions of cognitive rehabilitation program, while the control group did not. The instruments were Nejati cognitive abilities questionnaire (2013) and Garnefski & Kraaij cognitive emotion regulation questionnaire (2006). Data were analyzed by MANCOVA. The results showed that cognitive rehabilitation program had a significant effect on executive functions and cognitive emotion regulation of subjects. According to the findings, cognitive rehabilitation program based on memory improved executive functions and cognitive emotion regulation in students with hearing impairment. So, this program can be used to improve executive functions and cognitive emotion regulation of these students and planning for providing of cognitive rehabilitation program based on memory for them have particular importance.

Hearing Impairment is one of the most complicated sensory impairments that has an effect on parenting stress and parent-child interaction. Parent-child interaction program taken from parent-child interaction therapy (PCIT) theory which was developed by Sheila Eyberg resulted from her wide background on actor theory, traditional child psychotherapy and the first child development. In fact this program has used both attachment theory and social learning theory to gain access to ways of powerful parenting. So parent-child interaction is effective for a correct performance with the child and reduction of parenting stress especially for those who are hearing-impair and have parents who are not. Parents who have a child who is hearing-impaired have a negative cognitive evaluation of their abilities as parents so causing a reduction in mental health and well-being of parents. The present study aimed to investigate the effectiveness of educational program of parent-child interaction for mothers who have a hearing-impaired child on reduction of parenting stress and relationship of parents with the child. The present study was of semi-experimental kind and used pre-test and post-test model and a follow-up step with control group. Sample included 30 preschool children with hearing impairment and their parents were purposefully selected and randomly put in two groups of experimental and control. Then before performing, parent-child interaction program was designed and edited by the researcher. This program included providing need assessment form and defining parent education parameters. In child directed interaction (CDI), reward, mimicry, reflection, description, enthusiasm, getting attention and in parent directed interaction (PDI) issuing good orders, encouraging discipline, punishing by standing on the chair because of disobedience and making authentic rules at home were considered. Subjects of experimental group received parent-child interaction program in 12 sessions during one month. To study parent-child interaction and parenting stress, parent-child relationship scale and parent stress scale were used. The findings showed mean of scores in parent-child interaction and parenting stress has been effective in father; but it increased more in control group in post-test in comparison with pre-test in mother. The results of the study showed the importance of parents' cooperation in parent-child interaction. It seems effectiveness of parent-child interaction program showed on improving the relationship of parents with child having a hearing impairment.

The aim of this research was to determine the effectiveness of child- centered play therapy with approach Axline training on hopelessness and loneliness in children with hearing impairment
The research method was quasi-experimental with pre-test and posttest design and control group. The population of this research of female students with hearing impairment studying at primary school in Mashhad City. Thirty students were selected by available sampling and randomly assigned to one experimental (n=15) and one control (n=15) group. To collect data, Kazdin hopelessness scale and Asher solitude scale were used. The experimental group received 8 sessions of child- centered play therapy with approach Axline training . The data were analyzed by SPSS software, using ANCOVA.
. The data analyses by ANCOVA showed that there were significantly decrease in mean scores of hopelessness and loneliness in experimental group (P

The purpose of this study is comparison of parents’ marital satisfaction based on the characteristics and type of children’s disability. According to the subject and purpose of the current research, the present study is the type of ex-post factor. The study’s participants were 125 couples who were selected and investigated by a random multi-stage cluster sampling. The study instruments include: Afrooz marital satisfaction Scale (Short form) and demographic questionnaire. The collected data were analyzed in two sections of descriptive statistics and inferential statistics (ANOVA and independent t-test). Results showed that there is significant difference between parent’s marital satisfaction of students with hearing impairment, visuall impairment, mentall retardation and normal students (P<0.01). Group of parents who have students with hearing impairment had less marital satisfaction than other groups. This study also showed that there is a significant difference between groups of fathers and mothers in terms of marital satisfaction (P<0.001). According to the results of the current study it seems that marital satisfaction of parents with disabled children can be affected by type of children’s disability; and parents of children with hearing impairment have less marital satisfaction because they experience different needs and conditions from other parents. Thus we suggest to carry out effective and early intervention programs for parents of disabled children, especially parents of children with hearing impairment.

The aim of the present study was to compare the loneliness in people with hearing impairment, vision impairment and normal people. The statistical population included all people with hearing impairment, vision impairment and normal people in Shiraz city. So, 116 subjects (32 with visual impairment, 21 with hearing impairment and 63 without impairment) were selected as sample size. People with hearing impairment and vision impairment were selected by purposeful sampling and normal people were chosen through multistage random sampling method. The measurement tool was Loneliness Scale. To analyze data ANOVA and MANOVA were used. The results showed that loneliness in people with hearing and vision impairment was significantly more than in normal people. Moreover, analysis of data about subscales revealed that in two subscales of loneliness, loneliness due to relationship with family and affective symptoms of loneliness, loneliness in people with hearing and vision impairment was significantly more than normal people. But, in one subscale (loneliness due to relationship with friends) there was no significant difference between people with hearing impairment, vision impairment and normal people. Due to the higher levels of loneliness in people with sensory impairments, it can be concluded that designing and implementing programs to reduce loneliness is a necessity for promoting mental health in these people.

The aim of the research was comparison of self-determination ability and its components in individuals with hearing or visual impairment, and without impairment. The research sample consisted of 116 people (32 people with visual impairment, 21 people with hearing impairment, and 63 people without impairment) from individuals with hearing or visual impairment, and without impairment in the city of Shiraz city. Individuals with hearing impairment and visual impairment were selected through convenience sampling and individuals without impairment were selected through multistage random sampling. To measure the Self-determination, the Self-Determination Questionnaire (Gomez-vella Verdugo, Gil, Corbella, & Wehmeyer) was used. Data were analyzed by using one-way analysis of variance and Scheffe test. The results showed that the self-determination ability of individuals without impairment was significantly higher than individuals with hearing impairment and visual impairment. It is worth noting that there was no significant difference in self-determination ability between individuals with hearing impairment and visual impairment. The results of analysis of variance (MANOVA) showed that the self-determination ability of individuals without impairment was significantly higher than individuals with sensory impairment in the subscales of autonomy and psychological empowerment. Also, there was no significant difference in none of the subscales of self-determination between individuals with hearing impairment and individuals with visual impairment. According to research findings, it can be said that training of self-determination abilities is necessary for individuals with hearing impairment and visual impairment.

The present research aims to compare social skills, life satisfaction, and the locus of control in students with hearing impairment, students with visual impairment, and normal students at middle school and high school levels of Ahvaz city. A Sample of 129 people, including 50 students with hearing impairment, 28 students with visual impairment, 51 normal students participated in this study and filled out social skills, life satisfaction, and the locus of control questionnaires. This was a causal–comparative research, and multivariate analysis of variance was used to test the hypotheses. The results indicated that there was a significant difference between the three groups (P>0.001). There was a significant difference in the variables of social skills and locus of control, resulting in better social skills and higher Locus of Control in normal individuals compared to those with hearing impairment and vision impairment. Through investigating the results, this finding was obtained that the difference in the social skills of students with hearing impairment and vision impairment was significant, being in favor of the group with vision impairment As for the locus of control, when comparing the normal group and the group with hearing impairment, the results indicated a significant difference in external locus of control in favor of group with hearing impairment, but no significant difference was observed in the variable of life satisfaction among the three groups. The paper discusses the application of these findings.