Anxiety and Language Development Correlation in Hearing Impaired Children

Volume 3 - Issue 3

Rabea Al¹, Safinaz Nagib Azab²*, Mohamed Rabea AL Sabealah³, Ebaa Ahmed Al Mufadhi³ and Alia Al rawely⁴

Received: November 11, 2019;   Published: December 04, 2019

DOI: 10.32474/SJO.2019.03.000161

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Abstract

Background: Hearing is critical for normal development and acquisition of language and speech and Hearing impairment exists when there is diminished sensitivity to the sounds normally heard. Several studies have suggested that one out of every two to three school-aged children with any degree of hearing impairment have academic, social, and behavioral difficulties. Purpose: To compare the degree of hearing loss regarding the Anxiety Related Emotional Disorders of hearing-impaired children and correlates this to language scale.

Methods: 75 children divided equally to three groups, mild, moderate and severe hearing impaired Arabic speaking children aged between 6 to 8 years were included in this study and were subjected to psychometric evaluation, audiological assessment, Arabic language scale, and The Screen for Child Anxiety Related Emotional Disorders (SCARED) questionnaire(Arabic version).

Results: Hearing-impaired children showed more language, emotional difficulties, and spent less time communicating than children with normal hearing. The lowest academic, social, and emotional scores were in severe hearing-impaired group than in the other two groups.

Conclusion: Even slight/mild hearing impairment can result in negative consequences in the psychological, social, and emotional and there is significant relationship between delayed language, anxiety, and child emotionalrelated problems.

Keywords: Hearing Impairment; Psychological; Anxiety; Emotions; Language; Speech

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