Deafness & Education International聋人与教育国际
Deafness & Education International(英文缩写 DEAF EDUC INT),ISSN 1464-3154,eISSN 1557-069X,中文译名:聋人与教育国际 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-10-01 至 2026-09-30，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 未收录 | N/A |
| 2022 | 1.400 | N/A |
| 2023 | 1.100 | Q3 |
| 2024 | 1.000 | Q3 |
| 2025 | 1.200 | Q3 |
Deafness & Education International 最新收录文献
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1. Technology assisted language intervention (TALI) for children who are deaf/hard of hearing: promising impact on pragmatic skills.
PMID:期刊:日期:2022-11-01Children who are deaf and hard of hearing (DHH) often demonstrate pragmatic language difficulties which can impact academic and social outcomes. This randomized control trial for DHH children, ages 3-12 years, explored the Technology-Assisted Language Intervention (TALI), incorporating augmentative and alternative communication technology (AAC) into traditional speech/language therapy, compared to treatment-as-usual (TAU) to determine impact on pragmatics. Pragmatic outcome measures included parent reported Pragmatics Profile of the CELF-5 (for children age ≥5 years) and CELF-P Descriptive Pragmatics Profile (for children <5 years) in addition to parent reported Social and Communication domains of the Vineland Adaptive Behavior Scales,Third Edition (VABS). Over 24 weeks, children ≥5 years in the TALI made significantly more progress (increase in raw scores) on the Pragmatics Profile compared to children in TAU (12.7 points vs. -6.0 points; = 0.04) and also showed significant gains on two of the three subscales. For children ≥5 years, no significant VABS changes were seen in either intervention group. For children <5 years, there were no statistically significant differences in growth on the CELF-P total pragmatics raw score or on any subdomain. However, children in TALI had significant increases in the mean VABS Communication (86.7-99.1) and Social domain standard scores (91.8-97.4; = 0.01), while gains for children in TAU on the Communication and Social domain standard scores were not statistically significant. These promising results support the need for additional research exploring the effectiveness of AAC supported speech/language therapy to enhance DHH children's pragmatic language skills. ClinicalTrials.gov identifier: NCT02998164.
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2. Factors Influencing Caregiver Decision Making to Change the Communication Method of their Child with Hearing Loss.
PMID:期刊:日期:2018-08-27The communication journey of a child with hearing loss is often a complex, interwoven process in which the child's use of language or method of communication may change numerous times. As there has been limited research exploring the caregiver decision making process behind making such changes, this qualitative descriptive study aimed to explore the factors which influence the caregiver decision making process to change the communication method of their child with hearing loss. Individual semi-structured in-depth interviews were conducted with seven caregivers of children with hearing loss in Australia. Thematic analysis revealed five key themes which influenced caregiver decisions regarding changes to their child's method of communication, including: (1) family characteristics; (2) family access to information; (3) family strengths; (4) family beliefs; and (5) family-centered practice. The overall finding that the family unit is at the core of decision-making has important clinical implications regarding early intervention professionals' provision of family-centered services when working with the families of children with hearing loss.
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3. Factors influencing parents' decisions about communication choices during early education of their child with hearing loss: a qualitative study.
PMID:期刊:日期:2018-08-23To explore the factors influencing parents' choice of communication mode during early education of their child with hearing loss. Qualitative descriptive analysis of semi-structured interviews of parents of children with hearing loss. Fourteen parents of children who participated in the Longitudinal Outcomes of Children with Hearing Impairment study. Four themes emerged from thematic analysis of the interview data: (1) parents draw on a variety of experiences and information to make decisions; (2) parents' preferred outcomes for their children drive their choices; (3) child's preference and proficiency drive parental choice; and (4) parents' fears and worries influence decisions. Parents required unbiased, descriptive information as well as evaluative information from professionals, so that they could consider all options in making a decision that met their needs. They required continual support for implementation of their choices as they adjusted to their children's changing needs. Decisions around communication mode are rarely made in isolation, but occur within a larger decision-making matrix that include device choices, early intervention agency choices and "future-proofing" the child's future communication options.
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4. Comparing Parent and Teacher Ratings of Emotional and Behavioural Difficulties in 5-year old Children who are Deaf or Hard-of-Hearing.
PMID:期刊:日期:2018-05-24Children who are deaf or hard of hearing (DHH) are at higher risk of developing mental health problems. This study reports on the parent and teacher ratings of emotional and behavioural difficulties (EBD) in 5-year old DHH children. It explores the similarities and differences between informants, and the risk and protective factors associated with parent and teacher-ratings of EBD. Parents and teachers of 224 DHH children completed questionnaires on children's EBD and functional auditory behaviour. Children completed standardised assessments of non-verbal cognitive and language abilities. On average, parent- and teacher-rated EBD were 0.42 and 0.20 standard deviations higher than typically developing children. Parents reported more behavioural problems (hyperactivity and conduct), whereas teachers reported poorer prosocial behaviour. Inter-rater correlations were generally low to moderate (0.29 to 0.50). Overall, children with additional disabilities, lower non-verbal cognitive ability, and poor functional auditory behaviour were at higher risk of EBD. Language ability was only a significant predictor of teacher-rated EBD for children with hearing aids but not cochlear implants. Differences in informant-ratings emphasize the need for a multi-informant approach to get a global perspective on the psychopathology of DHH children. The findings indicate that parents may need assistance with managing behavioural problems at home, and teachers should facilitate more opportunities to practice prosocial behaviour at school. Intervention efforts should focus on facilitating good functional listening skills, as this may in turn, improve the mental health of young DHH children.
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5. Relations of Social Maturity, Executive Function, and Self-Efficacy Among Deaf University Students.
PMID:期刊:日期:2018-05-17This study explored possible associations of social maturity, executive function (EF), self-efficacy, and communication variables among deaf university students, both cochlear implant (CI) users and nonusers. Previous studies have demonstrated differences between deaf and hearing children and young adults in EF and EF-related social and cognitive functioning. EF differences also have been demonstrated between hearing children and deaf children who use CIs. Long-term influences of cochlear implantation in the social domain largely have not been explored, but were examined in the present study in terms of social maturity, as it might be related to EF and communication variables. Replicating and extending recent findings, social maturity was found to be related to somewhat different aspects of EF in CI users, deaf nonusers, and hearing students, but unrelated to hearing status, CI use, or deaf students' use of sign language versus spoken language. Self-efficacy proved a predictor of self-reported socially mature and immature behaviours for all groups. Individuals' beliefs about their parents' views of such behaviours was a potent predictor of behaviours for deaf CI users and those deaf students who reported sign language as their best form of communication.
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6. Numerical and Real-World Estimation Abilities of Deaf and Hearing College Students.
PMID:期刊:日期:2018-03-06Various studies have examined possible loci of deaf learners' documented challenges with regard to reading, usually focusing on language-related factors. Deaf students also frequently struggle in mathematics and science, but fewer studies have examined possible reasons for those difficulties. The present study examined numerical and non-numerical (real-world) estimation skills among deaf and hearing college students, together with several cognitive abilities likely to underlie mathematics performance. Drawing on claims in the literature and some limited evidence from research involving deaf children, the study also considered the possibility that the use of sign language and/or the use of cochlear implants and spoken language might facilitate deaf college students' estimation skills and mathematics achievement more broadly. Results indicated relatively little impact of cochlear implant use or language modality on either estimation skills or overall mathematics ability. Predictors of those abilities differed for deaf and hearing learners. Results suggest the need to guard against overgeneralisations either within the diverse population of deaf learners or between deaf and hearing learners. They further emphasise the need for evidence-based practice in mathematics instruction appropriate for older deaf learners, rather than making assumptions from studies involving younger or narrowly-selected samples.
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7. Simultaneous Communication and Cochlear Implants in the Classroom?
PMID:期刊:日期:2015-09This study was designed to evaluate the potential of simultaneous communication (sign and speech together) to support classroom learning by college students who use cochlear implants (CIs). Metacognitive awareness of learning also was evaluated. A within-subjects design involving 40 implant users indicated that the student participants learned significantly more when material was presented via simultaneous communication than spoken language overall, but a statistical interaction indicated that the difference held only with more difficult material. Learning in the speech-only condition was positively related to the students' spoken language skills, their confidence with spoken language, and their receptive simultaneous communication skills. Learning in that condition was negatively related to the age at which the participants learned to sign. Findings were interpreted to indicate that simultaneous communication can be beneficial for classroom learning by college students with CIs, at least with more complex material or when information redundancy is otherwise important. Further research is needed to determine who is likely to benefit in what settings.
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8. "Part of our world": Influences on caregiver decisions about communication choices for children with hearing loss.
PMID:期刊:日期:2014-06Caregivers of young children with hearing loss make decisions about which communication mode/s and spoken language/s their children and family will use. Influences on decision-making about communication were examined for 177 caregivers of Australian children with hearing loss through a questionnaire. The majority of the 157 children used speech as part or all of their communication system ( = 138, 87.9%), and approximately one-third of the children ( = 52, 33.1%) currently or had previously used sign as part or all of their communication system. Twenty-two (14.0%) children and 35 (19.8%) caregivers used a spoken language other than English. Four themes emerged from the qualitative analysis of caregiver responses about the most important influences on their decision-making. Theme one identified caregivers' sources of information, including advice from professionals, family, and friends, as well as caregivers' own research and preferences. Theme two related to practicalities of communication within the family and the community, as well as the need for one language or communication mode to be acquired before another was introduced. Theme three described the influence of children's individual characteristics on caregivers' decision-making, including children's ability to access speech through audition, communication skills, additional disabilities, and children's own preferences about communication. Finally, in theme four caregivers expressed their hopes for their children's future lives, specifically fostering a sense of belonging, creating future opportunities and successes, and giving children the opportunity to choose their own method of communication. The findings can assist families and professionals to make informed decisions about children's communication.