Abstract

This study assessed the relationship between role-taking skill and social-emotional adjustment in deaf children. Twenty-three prelingually deafened boys and girls between 7 and 14 years of age were administered a role-taking task, surreptitious behavioral measures of helping and altruism, and a measure of nonverbal intelligence. In addition, two professionals experienced in working with deaf children rated the social and emotional adjustment, language/communication skills and role-taking ability of the participants. Performance on the role-taking task correlated positively with ratings of emotional adjustment, self-image, communicative effectiveness and role-taking skill Role-taking performance, however, was not reliably related to any of the measures of social behavior. The study also considered several factors which may account for the apparent independence of role-taking and social behavior.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 217-221
Launched on MUSE
2013-04-22
Open Access
No
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