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Journal articles on the topic 'Deaf and hard of hearing adolescents'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Sadati, Sahar, Reyhane Mohamadi, and Mohamad Kamali. "Comparison of Children’s Communication Checklist Between Deaf and Hard of Hearing, and Hearing Adolescents." Function and Disability Journal 6, no. 1 (2023): 0. http://dx.doi.org/10.32598/fdj.6.84.3.

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Background and Objectives: The present research compared pragmatic abilities between deaf and hard-of-hearing (DHH), and hearing adolescents using the children’s communication checklist (CCC). Methods: In this study, 16 hearing adolescents aged 11–16 and 16 deaf and DHH adolescents with similar chronological ages participated. The CCC was completed with parents of DHH and hearing adolescents. Results: The study’s results revealed that DHH and hearing adolescents had a significant difference in pragmatic composite scores (PCS) and the score of all CCC subscales. The results showed that in all s

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2

Terlektsi, E., J. Kreppner, M. Mahon, S. Worsfold, and Colin R. Kennedy. "Peer Relationship Experiences Of Deaf And Hard-Of-Hearing Adolescents." Journal of Deaf Studies and Deaf Education 25, no. 2 (2020): 153–66. http://dx.doi.org/10.1093/deafed/enz048.

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Abstract Deaf and hard-of-hearing adolescents (DHH) experience more peer problems and lower levels of friendships than their hearing peers. This study used a qualitative approach to identify their experiences of peer problems and factors influencing them. A sample of 30, 13–19 year-old DHH adolescents with a moderate to profound hearing loss, drawn from a population-based cohort study in which their receptive language and social–emotional skills had been assessed, underwent semi-structured interviews. Interviews were analyzed using thematic analysis. Participants reported that, overall, they h

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3

Stinson, Michael S., and Kathleen A. Whitmire. "Adolescents Who Are Deaf or Hard of Hearing." Topics in Language Disorders 20, no. 2 (2000): 58–72. http://dx.doi.org/10.1097/00011363-200020020-00006.

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4

Cheng, An-Wen, Yu-Ching Chou, and Fu-Gong Lin. "Psychological Distress in Bullied Deaf and Hard of Hearing Adolescents." Journal of Deaf Studies and Deaf Education 24, no. 4 (2019): 366–77. http://dx.doi.org/10.1093/deafed/enz014.

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AbstractBullying victimization at school is an important concern in terms of mental health, in particular, for deaf and hard of hearing (DHH) adolescents who may be more vulnerable than hearing peers. This study determined the prevalence of bullying victimization among DHH adolescents in Taiwan and ascertained the relation of bullying victimization experiences and family and school variables with their psychological well-being. Data were collected from the 2011 Special Needs Education Longitudinal Study database. Multivariate regression analysis was performed on variables comprising seven item

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5

Weisel, A. "Hearing, Deaf, and Hard-of-Hearing Israeli Adolescents' Evaluations of Deaf Men and Deaf Women's Occupational Competence." Journal of Deaf Studies and Deaf Education 10, no. 4 (2005): 376–89. http://dx.doi.org/10.1093/deafed/eni045.

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6

Sesum, Mia, Marina Radic-Sestic, and Svetlana Slavnic. "Vocational identity of deaf and hard of hearing adolescents." Specijalna edukacija i rehabilitacija 15, no. 1 (2016): 63–80. http://dx.doi.org/10.5937/specedreh15-9894.

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7

Sexton, Johnnie. "Empowering Adolescents Who Are Deaf and Hard of Hearing." North Carolina Medical Journal 78, no. 2 (2017): 129–30. http://dx.doi.org/10.18043/ncm.78.2.129.

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8

Warren, Brooke R., Inderpreet Kaur Khalsa, Jihyun Stephans, and Dylan K. Chan. "Sociodemographic Disparities and Hearing-Related Quality of Life in Children With Hearing Loss." JAMA Network Open 6, no. 10 (2023): e2340934. http://dx.doi.org/10.1001/jamanetworkopen.2023.40934.

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9

Zaidman-Zait, Anat, and Tova Most. "Pragmatics and Peer Relationships Among Deaf, Hard of Hearing, and Hearing Adolescents." Pediatrics 146, Supplement 3 (2020): S298—S303. http://dx.doi.org/10.1542/peds.2020-0242j.

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10

Lambez, Tal, Maayan Nagar, Anat Shoshani, and Ora Nakash. "The Association Between Deaf Identity and Emotional Distress Among Adolescents." Journal of Deaf Studies and Deaf Education 25, no. 3 (2020): 251–60. http://dx.doi.org/10.1093/deafed/enz051.

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Abstract The sociocultural approach regards being deaf as a cultural characteristic in the identity of a deaf/hard-of-hearing (D/HH) person. The degree to which one integrates the hearing and Deaf cultures (“acculturation”) is an important factor for the well-being of deaf adolescents. We examined the relationship between acculturation patterns and emotional distress among D/HH (n = 69) compared to hearing (n = 60) adolescents in Israel. We used culturally and linguistically accessible measures. Our findings showed no significant differences in emotional distress between D/HH and their hearing

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11

Hartman, Maria C., Onudeah D. Nicolarakis, and Ye Wang. "Language and Literacy: Issues and Considerations." Education Sciences 9, no. 3 (2019): 180. http://dx.doi.org/10.3390/educsci9030180.

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This article provides background on the major perspectives involving the development of English language and literacy with respect to the evolving demography of d/Deaf and hard-of-hearing children and adolescents. It synthesizes research and controversies on the developmental similarity hypothesis—that is, whether the acquisition of English language and literacy of d/Deaf and hard-of-hearing students is developmentally similar to that of typical language/literacy learners. The outcomes of this discussion have instructional implications and proffer guidelines for teacher preparation programs. T

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12

Radovanović, Vesna, Marina Radić Šestić, Jasmina Kovačević, and Sanja Dimoski. "Factors Related to Personal Resiliency in Deaf and Hard-of-Hearing Adolescents." Journal of Deaf Studies and Deaf Education 25, no. 4 (2020): 430–37. http://dx.doi.org/10.1093/deafed/enaa012.

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Abstract Hearing loss is a risk factor for a child’s appropriate psychosocial development but is not a risk factor for the development of resiliency. Thus, the aim of this research was to determine the level of resiliency, as well as its relation to internal and external factors, in deaf and hard-of-hearing (DHH) adolescents. The sample included 55 DHH students, 12–14 years of age. Resiliency Scales for Children & Adolescents was used in this research. The obtained results showed that DHH students perceived their resiliency in the average range, except in subscales: Self-efficacy (within S

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13

Gragnaniello, Manuela, Claudia Celletti, Alessandra Resca, Giovanni Galeoto, and Filippo Camerota. "Italian Version of the YQOL-DHH Questionnaire: Translation and Cross-cultural Adaptation." OTO Open 5, no. 4 (2021): 2473974X2110654. http://dx.doi.org/10.1177/2473974x211065433.

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Objective To translate and cross-culturally adapt into Italian the YQOL-DHH (Youth Quality of Life Instrument–Deaf and Hard of Hearing Module), an instrument to evaluate the health-related quality of life in young deaf people. It could be useful for professionals, teachers, and parents to take care of deaf adolescents’ needs. Study Design Forward-backward translation, cross-cultural adaptation, and cognitive debriefing. Setting The cognitive debriefing was performed online with professionals and during clinical practice with deaf adolescents. Methods A methodological study was conducted accord

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14

Smith, Scott R., and Vincent J. Samar. "Dimensions of Deaf/Hard-of-Hearing and Hearing Adolescents’ Health Literacy and Health Knowledge." Journal of Health Communication 21, sup2 (2016): 141–54. http://dx.doi.org/10.1080/10810730.2016.1179368.

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15

Byatt, Timothy J., Kerry Dally, and Jill Duncan. "Systematic Review of Literature: Social Capital and Adolescents who are Deaf or Hard of Hearing." Journal of Deaf Studies and Deaf Education 24, no. 4 (2019): 319–32. http://dx.doi.org/10.1093/deafed/enz020.

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Abstract Outcomes have improved for adolescents who are deaf or hard of hearing (DHH) in recent years in areas such as language and speech; however, outcomes such as pragmatic and psychosocial development are still not equal to adolescents with typical hearing. This systematic review of literature explored recent research as it pertains to social capital and adolescents who are DHH. The inclusion criteria were extended to include other populations who are DHH and adolescents with other disabilities to identify future research directions. Themes identified in the reviewed literature viewed thro

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16

Winnick, Joseph P., and Francis X. Short. "Physical Fitness of Adolescents with Auditory Impairments." Adapted Physical Activity Quarterly 3, no. 1 (1986): 58–66. http://dx.doi.org/10.1123/apaq.3.1.58.

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The Project UNIQUE Physical Fitness Test was administered to 153 hard of hearing, 892 deaf, and 686 hearing subjects in the age range of 10 to 17 years to contrast their physical fitness status. Relatively few significant differences between groups were found. Only on the sit-up test did hearing subjects surpass the performance of at least one of the two auditory impaired groups in at least two of the three age groups contrasted. Although some gender and age interactions were found on other test items, no clear pattern relative to a comparison of hearing and auditory impaired groups occurred.

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17

Netten, Anouk P., Carolien Rieffe, Stephanie C. P. M. Theunissen, et al. "Low Empathy in Deaf and Hard of Hearing (Pre)Adolescents Compared to Normal Hearing Controls." PLOS ONE 10, no. 4 (2015): e0124102. http://dx.doi.org/10.1371/journal.pone.0124102.

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18

Luckner, John L., and B. Robert Gonzales. "What Deaf and Hard-of-Hearing Adolescents Know and Think About AIDS." American Annals of the Deaf 138, no. 4 (1993): 338–42. http://dx.doi.org/10.1353/aad.2012.0390.

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19

Choi, Sangbae, Eunji Ko, Inhe Oh, and Byungryun Kim. "A Survey on Media Use and Media Education of Deaf and Hard of Hearing Adolescents." Special Education Research Institute 28, no. 1 (2023): 1–12. http://dx.doi.org/10.56460/kdps.2023.28.1.1.

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Purpose: In this study, media use and media education status of Deaf and Hard of Hearing(DHH) adolescents were analyzed, and the results of the study are as follows. method: To achieve the purpose of the study, questionnaire items were developed and a questionnaire survey was conducted through literature analysis and expert consultation. Results: First, the most used social media by DHH adolescents was SNS, followed by video platform, messenger service, internet portal, online cafe, online blog, and metaverse platform. The reason for using social media was not only for conversation/communicati

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20

Netten, Anouk P., Carolien Rieffe, Stephanie C. P. M. Theunissen, et al. "Correction: Low Empathy in Deaf and Hard of Hearing (Pre)Adolescents Compared to Normal Hearing Controls." PLOS ONE 16, no. 3 (2021): e0248546. http://dx.doi.org/10.1371/journal.pone.0248546.

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21

Margaret Brown, P., and A. Cornes. "Mental Health of Deaf and Hard-of-Hearing Adolescents: What the Students Say." Journal of Deaf Studies and Deaf Education 20, no. 1 (2014): 75–81. http://dx.doi.org/10.1093/deafed/enu031.

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22

Broekhof, Evelien, Marieke G. N. Bos, Marina Camodeca, and Carolien Rieffe. "Longitudinal Associations Between Bullying and Emotions in Deaf and Hard of Hearing Adolescents." Journal of Deaf Studies and Deaf Education 23, no. 1 (2017): 17–27. http://dx.doi.org/10.1093/deafed/enx036.

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23

Beck, Barbel. "Self-assessment of selected interpersonal abilities in hard of hearing and deaf adolescents." International Journal of Rehabilitation Research 11, no. 4 (1988): 343–50. http://dx.doi.org/10.1097/00004356-198812000-00003.

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24

Most, Tova, Amatzia Wiesel, and Tamar Blitzer. "Identity and Attitudes towards Cochlear Implant Among Deaf and Hard of Hearing Adolescents." Deafness & Education International 9, no. 2 (2007): 68–82. http://dx.doi.org/10.1179/146431507790560002.

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25

Edelist, Tracey. "Psychological and psychoeducational assessment of deaf and hard of hearing children and adolescents." Disability & Society 32, no. 7 (2017): 1107–9. http://dx.doi.org/10.1080/09687599.2017.1339943.

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26

Lee, Hyuna, and Junwoo Lee. "A Qualitative Study on the Aural Rehabilitation Experiences of Deaf and Hard-of-Hearing People." Korean Society for Rehabilitation of Persons with Disabilities 26, no. 2 (2022): 1–35. http://dx.doi.org/10.16884/jrr.2022.26.2.1.

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The purpose of this study was to determine the experiences and main themes of rehabilitation recognized by deaf and hard-of-hearing people and analyzed the meaning of the experiences that appear in individuals, others, and daily life. Focus Group Interview were conducted with 12 participants (6 adolescences, and 6 adults). Paying attention to within-group variation, this study focused analyzing the aural rehabilitation process. 5 themes, 11 sub-themes, and 28 concepts were derived using thematic analysis. As a result of the theme group, five themes were derived: “Started rehabilitation with ot

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27

Bawazir, Nawal, Jessie Johnson, Khalid Abdulhadi, and Daniel Forgrave. "Exploring peer victimization and/or bullying in the lives of adolescents and children with deafness and hearing impairment: An integrative review." International Journal of Healthcare 9, no. 1 (2022): 1. http://dx.doi.org/10.5430/ijh.v9n1p1.

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Background: Peer victimization and/or bullying among deaf and hard of hearing adolescents and children is a public health concern. To resolve this concern without causing harm, parents, educators, and administrative staff from schools must be provided with the necessary assistance.Aim: To understand the negative effect of peer victimization and/or bullying on deaf and hard of hearing adolescents and children.Method: Whittemore and Knafl’s (2005) framework was adapted for this integrative review. The following databases were searched: Academic Search Complete, Cumulative Index to Nursing and Al

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28

Duncan, Jill, Stacey R. Lim, Fran Baker, Traci Flynn, and Tim Byatt. "Online and Offline Social Capital of Adolescents Who Are Deaf or Hard of Hearing." Volta Review 119, no. 2 (2019): 57–82. http://dx.doi.org/10.17955/tvr.119.2.804.

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29

Byatt, Timothy J., Jill Duncan, Kerry Dally, and Louise de Beuzeville. "Evolving Identities of Adolescents Who Are Deaf or Hard of Hearing: A Scoping Review." American Annals of the Deaf 166, no. 1 (2021): 5–30. http://dx.doi.org/10.1353/aad.2021.0008.

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30

Li, Huijun, and Frances Prevatt. "Deaf and Hard of Hearing Children and Adolescents in China: Their Fears and Anxieties." American Annals of the Deaf 155, no. 4 (2010): 458–66. http://dx.doi.org/10.1353/aad.2010.0048.

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31

Kouwenberg, Maartje, Carolien Rieffe, Stephanie C. P. M. Theunissen, and Mark de Rooij. "Peer Victimization Experienced by Children and Adolescents Who Are Deaf or Hard of Hearing." PLoS ONE 7, no. 12 (2012): e52174. http://dx.doi.org/10.1371/journal.pone.0052174.

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32

Hülya, Aldemir, Solís Campos Adrián, Saldaña David, and R. Rodríguez Ortiz Isabel. "A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf/Hard of Hearing Children and Adolescents." Journal of speech, language, and hearing research: JSLHR 66, no. 8 (2023): 2831–57. https://doi.org/10.1044/2023_JSLHR-22-00570.

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Purpose: The development of vocabulary size in deaf/hard of hearing (DHH) children and adolescents can be delayed compared to their peers due to lack of access to early language input. Complementary vocabulary interventions are reported in the literature. Our aim is to evaluate the effectiveness of intervention methods for their vocabulary improvement. Method: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we searched five databases for peer-reviewed journal articles in English, published between 2000 and 2022 (inclusive), reporting vocabulary inte

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33

V. Paul, Peter. "THE QUALITATIVE SIMILARITY HYPOTHESIS: A COMMENTARY." Journal Human Research in Rehabilitation 11, no. 2 (2021): 56–61. http://dx.doi.org/10.21554/hrr.092101.

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This article provides a summary of the historical background and basic tenets of the Qualitative Similarity Hypothesis (QSH), which has been applied to explore the language and literacy acquisition of d/Deaf and hard of hearing (d/Dhh) children and adolescents in the United States (and elsewhere, for example, South Korea and Saudi Arabia). The QSH is a developmental similarity model, influenced by the early investigations on language and literacy development of children with developmental/intellectual/cognitive or learning/language disabilities. It is argued that the acquisition of English (or

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34

Broekhof, Evelien, Maartje Kouwenberg, Paul Oosterveld, Johan H. M. Frijns, and Carolien Rieffe. "Use of the Brief Shame and Guilt Questionnaire in Deaf and Hard of Hearing Children and Adolescents." Assessment 27, no. 1 (2017): 194–205. http://dx.doi.org/10.1177/1073191117725169.

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No assessment tools are available to measure shame and guilt in children who are deaf or hard of hearing (DHH), while these self-conscious emotions might play a role in the frequently noted social and behavioral problems in this group. Therefore, the aim of this study was to validate the Brief Shame and Guilt Questionnaire (BSGQ) in DHH children. In addition, we examined associations of shame and guilt with social anxiety, self-esteem, delinquency, and psychopathic behaviors. A sum of 225 hearing ( Mage = 11.62 years) and 108 DHH ( Mage = 11.82 years) participants completed the self-report BSG

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35

Movallali, Guita, Zeynab Musavi, and Elham Hakimi-Rad. "Feeling of Loneliness in Deaf Adolescents: the Effect of an Online Life Skills Program." European Journal of Social Science Education and Research 5, no. 1 (2018): 121–29. http://dx.doi.org/10.2478/ejser-2018-0013.

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Abstract The aim of the current study was to investigate the effect of life skills training on the reduction of feeling of loneliness among deaf and hard of hearing adolescents.This study had a pretest-post test with control and experimental group design using convenience sampling. The Feelings of Loneliness Questionnaire developed by Dehshiri (1387) was filled in by 275 individuals who were joined in a special social network for the deaf. The age rang of the sample group was from 17 to 37. Thirty of them who had the lowest scores in feelings of loneliness were randomly assigned to two fifteen

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36

Kouwenberg, M., C. Rieffe, S. C. P. M. Theunissen, and P. Oosterveld. "Pathways Underlying Somatic Complaints in Children and Adolescents Who Are Deaf or Hard of Hearing." Journal of Deaf Studies and Deaf Education 17, no. 3 (2011): 319–32. http://dx.doi.org/10.1093/deafed/enr050.

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37

Zaidman-Zait, Anat, and Adi Dotan. "Everyday Stressors in Deaf and Hard of Hearing Adolescents: The Role of Coping and Pragmatics." Journal of Deaf Studies and Deaf Education 22, no. 3 (2017): 257–68. http://dx.doi.org/10.1093/deafed/enw103.

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38

Nakpong, Nuttapun, and Sumalee Chanchalor. "Interactive Multimedia Games to Enhance the Emotional Intelligence of Deaf and Hard of Hearing Adolescents." International Journal of Instruction 12, no. 2 (2019): 305–20. http://dx.doi.org/10.29333/iji.2019.12220a.

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39

Guthmann, Debra, and Katherine A. Sandberg. "Clinical Approaches in Substance Abuse Treatment for Use with Deaf and Hard of Hearing Adolescents." Journal of Child & Adolescent Substance Abuse 4, no. 3 (1995): 69–79. http://dx.doi.org/10.1300/j029v04n03_05.

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40

St. John, Rachel. "Regarding Review of Psychopathology in Children and Adolescents Who Are Deaf or Hard of Hearing." JAMA Pediatrics 168, no. 8 (2014): 778. http://dx.doi.org/10.1001/jamapediatrics.2014.605.

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41

Ashori, Mohammad, and Bahar Rashidi. "Predicting Psychological Well-being Based on Psychosocial Factors in Deaf and Hard-of-hearing Adolescents." Iranian Rehabilitation Journal 22, no. 1 (2024): 25–34. http://dx.doi.org/10.32598/irj.22.1.188.9.

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42

Michael, R., T. Most, and R. G. Cinamon. "The Contribution of Perceived Parental Support to the Career Self-Efficacy of Deaf, Hard-of-Hearing, and Hearing Adolescents." Journal of Deaf Studies and Deaf Education 18, no. 3 (2013): 329–43. http://dx.doi.org/10.1093/deafed/ent012.

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43

Maksimova, S., K. Goloshubin, and E. Pshenichnaya. "Socialization of deaf, hard of hearing and ordinary teenagers with the help of an inclusive Russian sign language program "At the junction of worlds"." Journal of Pedagogical Studies 9, no. 6 (2024): 100–110. https://doi.org/10.12737/2500-3305-2025-9-6-100-110.

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The article describes the results of the program of socialization of adolescents with normal and impaired hearing through the study of Russian sign language and joint creative activities to create cartoons. The study of sign language according to the results of the survey aroused interest among adolescents with normal hearing and served as a condition for communication and organization of joint creative activities, as well as contributed to the development of attention and psychological stability. The results of the study before and after the application of the program showed that the children

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44

Brodie, Shoshana May. "40.1 Neuropsychological Evaluations With d/Deaf and Hard-of-Hearing (DHH) Children and Adolescents: An Overview." Journal of the American Academy of Child & Adolescent Psychiatry 62, no. 10 (2023): S59—S60. http://dx.doi.org/10.1016/j.jaac.2023.07.324.

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45

Domagała-Zyśk, Ewa. "Beliefs about learning English as a foreign language – experience of deaf and hard-of-hearing Polish adolescents." Studia Anglica Resoviensia 12 (2015): 16–29. http://dx.doi.org/10.15584/sar.2015.12.2.

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Karovska Ristovska, Aleksandra. "Journeying to independence and autonomy: Transition norms and empowering adolescents who are deaf and hard of hearing." Годишен зборник на Филозофскиот факултет/The Annual of the Faculty of Philosophy in Skopje 73 (2020): 397–408. http://dx.doi.org/10.37510/godzbo2073397kr.

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Mall, Sumaya, and Leslie Swartz. "Perceptions of educators of Deaf and hard-of-hearing adolescents of HIV-risk factors for these youths." African Journal of AIDS Research 11, no. 4 (2012): 343–48. http://dx.doi.org/10.2989/16085906.2012.754834.

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48

Vostal, Brooks R., and Megan S. Ward. "Adapting Self-Regulated Strategy Development in Persuasive Writing for Adolescents Who Are Deaf or Hard of Hearing." Clearing House: A Journal of Educational Strategies, Issues and Ideas 88, no. 5 (2015): 161–65. http://dx.doi.org/10.1080/00098655.2015.1065785.

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49

Rettenbach, Regina, Gottfried Diller, and Ruxandra Sireteanu. "Do Deaf People See Better? Texture Segmentation and Visual Search Compensate in Adult but Not in Juvenile Subjects." Journal of Cognitive Neuroscience 11, no. 5 (1999): 560–83. http://dx.doi.org/10.1162/089892999563616.

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The research concerning the visual perception in deaf subjects has led to contradictory results: Deaf subjects have been reported to show enhanced visual perceptual skills compared to hearing subjects (Neville & Lawson, 1987). On the other hand, there are indications that acoustic deprivation may produce an inferiority in all sensory modalities (Myklebust, 1964). These contradictions may be due to methodological differences: The investigators selected different conditions (e.g. attentive/nonattentive) and various samples of deaf subjects (e.g., different age, language, and aetiology groups

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50

Jamieson, Janet R., Anat Zaidman-Zait, and Brenda Poon. "Family Support Needs as Perceived by Parents of Preadolescents and Adolescents Who are Deaf or Hard of Hearing." Deafness & Education International 13, no. 3 (2011): 110–30. http://dx.doi.org/10.1179/1557069x11y.0000000005.

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