Socioemotional problems of preschoolers with sensory impairment compared to typical development students

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Developmental Disabilities

Abstract

Between five to 26% of the typically developing population has been diagnosed with emotional or behavioral problems (Brauner & Stephens, 2006). During childhood, these problems are related to social functioning, academic, and emotional difficulties, limiting social integration, and affecting relationships with peers, parents, and teachers during adolescence (United Nations, 2014). Early detection and treatment of psychological problems are fundamental to avoid current suffering and future complications. Several studies have proposed that emotional and behavioral problems are more prevalent among children with disabilities (Alimovic, 2013). Children with sensory disabilities show higher diagnoses of social problems, emotional recognition, and understanding, which puts them at risk of later deeper problems.

The present study aims to compare the socioemotional problems, understood as internalizing problems and externalizing behaviors of a cohort of preschoolers with and without sensory disability in order to describe specific differences and suggest early interventions. A total of 192 Chilean children were assessed using the Child Behaviour Checklist (Achenbach & Rescorla, 2001)(see table 1). This test allows the assessment of children’s emotional problems through the appreciation of their parents or caregivers.

Results show a significant difference between children with sensory impairments and typical development ones in respect to total problems scale (t(194)=-3.436, p=0.001, d=0.366), internalizing (t(194)=-2.049, p=0,042, d=0.364) and, externalizing problems (t(194)=--2.066, p=0.040, d=0.366), all differences favor typical development students, with less problems than the comparison group. The same trend was observed concerning the specific syndromes. Children with sensory disabilities show higher scores in all the syndromes scales, however the differences were statistically significant in somatic complaints (t(194)=-2.217, p=0,028, d=0.350), social problems (t(194)=-4.025, p<0,001, d=0.702), thought problems (t(194)=-2.064, p=0.044, d=0.381) and attentional problems scales (t(194)=-3.356, p=0.001, d=0.586). When the results were compared considering children with visual and hearing disabilities as different groups, significant differences were only observed with respect to the total scale of problems (F(2,193)= 4.792, p=0,009 η2=0.047) and the scale of externalizing problems (F(2,193)= 3.479, p=0,033 η2=0.035), only between typically developing children and hearing-impaired children, with differences of 7.059 points (p=0,023) and 6.327 points (p=0,027), respectively. Differences between the three comparison groups in the syndrome scales are exposed in Figure 1.

Finally, a higher prevalence of clinical ranges was observed in the different scales in students with sensory disabilities. Students with visual disabilities had a higher prevalence of internalizing problems, and students with hearing disabilities had a higher prevalence of general and externalizing problems.

Results are discussed in terms of the factors that could be based on this greater presence of emotional and behavioral problems in children with disabilities regarding international evidence. Emphasis is given to the role of preventive strategies in order to detect and avoid future socioemotional problems in children with disabilities.

Authors

• Catalina Santa Cruz, Pontificia Universidad Católica de Chile
  Presenting Author

• Victoria Espinoza, Pontificia Universidad Católica de Chile
  Non-Presenting Author