Abstract

This study examined a variety of executive functioning assessment methods with a group of deaf children. The relationship between parent/teacher reports of 22 deaf and hard of hearing students' executive functioning, students' performance on cognitive tests and students' performance on selected achievement domains was studied. The findings showed significant positive correlations (p<.01) between the parent/teacher Behavior Rating Inventory of Executive Function (BRIEF) on six of the eight clinical scales. Secondly, there were significantly positive correlations between the parent/teacher BRIEF reports and the students' scores on the Wisconsin Card Sorting Test, the (Children's) Color Trails Test and the Woodcock- Johnson: Writing Fluency subtest. Lastly the importance of considering etiology when assessing deaf children was examined. Students with genetic deafness were rated as significantly different (p<.05) on BRIEF scales and performed significantly different on select student measures than students with other causes of deafness.

Library of Congress Subject Headings

Deaf children--Intelligence testing; Hearing impaired children--Intelligence testing; Deaf children--Ability testing; Hearing impaired children--Ability testing; Deafness--Genetic aspects--Research

Publication Date

2007

Document Type

Thesis

Student Type

Graduate

Degree Name

School Psychology (MS)

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Jennifer Lukomski

Advisor/Committee Member

Scott Merydith

Comments

Physical copy available from RIT's Wallace Library at LB1131 .O23 2007

Campus

RIT – Main Campus

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