| dc.description.abstract | Studies indicate that children who are deaf and hard of hearing (DHH) have poorer language skills than their peers with normal hearing (Blamey et al., 2001). This study considers deficits in social acuity measured by the Social Responsiveness Scale-2nd version (SRS-2), a parent questionnaire, and how children who are DHH may perform. Therefore, the research questions are: Does the SRS-2 identify pragmatic deficits in children who are DHH more often than children with typical hearing matched for age? Does the SRS-2 score correlate with omnibus language scores as measured by the CELF-5 for children who are DHH and children with typical hearing? If language-heavy items from the SRS-2 are removed (e.g., Redmond 2015), does the SRS-2 score of children with and without hearing loss differ? This study compared T-scores of the SRS-2 for group differences, correlation to CELF-5 scores, and changes after language-based items were removed. Results indicate that children who are DHH exhibit significantly more signs of social impairment than their typical hearing (TH) peers, SRS-2 scores are negatively correlated with language scores for both TH children and children who are DHH, and removing language-heavy items. Implications for professionals working with children who are DHH are discussed. | |
