Comparaciones múltiples de dificultades emocionales y de comportamiento, procesos de comunicación, vocabulario receptivo y razonamiento abstracto en niños y adolescentes con dispositivos auditivos en Islas Canarias


  • Olga María Alegre de la Rosa Universidad de La Laguna

Palabras clave:

auditivos, implante coclear, audífono, familia, profesorado, SDQ, Hearing devices, cochlear implantation, hearing aid, family, schoolteacher



El presente estudio consideró que los niños y adolescentes que usan dispositivos auditivos manifiestan dificultades emocionales y de comportamiento, entre otras complicaciones psicológicas. El estudio tuvo como objetivo investigar si las dificultades emocionales y de comportamiento, los procesos de comunicación, el vocabulario receptivo y el razonamiento abstracto diferían entre los niños y adolescentes que usaban implantes cocleares (ICs) o audífonos (AUDs), de acuerdo con la evaluación de múltiples informantes. Método. Se correlacionaron los resultados de los niños y adolescentes con dificultades auditivas en cuatro cuestionarios y pruebas psicológicas (SDQ, ITPA, Peabody y Raven) y se identificaron nuevos predictores de las dificultades emocionales y de comportamiento de dichos niños y adolescentes. El estudio involucró a 187 niños y adolescentes con ICs, 113 con AUDs de las dos provincias de las Islas Canarias. También participaron 176 padres y madres y 300 profesores. Resultados. Se hallaron desacuerdos y diferencias significativas entre los múltiples informantes (niños y adolescentes, familias y profesorado) en términos de sus evaluaciones de SDQ. La puntuación total de SDQ se correlacionó ligeramente con otros resultados finales de Peabody y Raven. El análisis de regresión lineal mostró seis variables que predijeron significativamente la puntuación total en el SDQ de los niños y adolescentes que usan dispositivos auditivos. Conclusiones. Los hallazgos tienen consecuencias para el desarrollo de programas formativos del profesorado de educación primaria y secundaria, así como en los sistemas evaluativos relacionados con los aspectos emocionales y de comportamiento, los procesos de comunicación, el vocabulario receptivo y el razonamiento abstracto empleados con los niños y adolescentes que usan dispositivos auditivos en Islas Canarias.


The present study considered that children and adolescents with hearing devices keep emotional and behavioural difficulties, among other psychological complications. The study aimed to investigate whether emotional and behavioural difficulties, communication processes, receptive vocabulary and abstract reasoning differed between children and adolescents with cochlear implants (CIs) or hearing aids (HAs), according to multi-informant ratings. Method. The results of children and adolescents with hearing impairments were correlated in four questionnaires and psychological tests (SDQ, ITPA, Peabody and Raven) and to identify new socio-demographic and linguistic predictors of emotional problems and difficulties in children and adolescents with hearing devices. The study involved 187 children and adolescents with CIs, 113 children and adolescents with HAs from the two provinces of Canary Islands. 176 fathers and mothers, and 300 schoolteachers also participated. Results. Perception disagreements were found between children and adolescents, families and schoolteachers in terms of their SDQ ratings with significant differences among the multi-informant. Total SDQ score lowly correlated with other total ITPA, and final Peabody and Raven outcomes. Regression linear analysis showed six socio-demographic and linguistic covariates that predicted significantly children and adolescents who used hearing devices in the total SDQ score. Conclusion. Findings have consequences for developing schoolteacher-training programs of primary and secondary education and implementing evaluation systems related to the emotional and behavioural difficulties, communication processes, receptive vocabulary and abstract reasoning used with children and adolescents with hearing devices in Islas Canarias.


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Biografía del autor/a

Olga María Alegre de la Rosa, Universidad de La Laguna

Catedrática de Didáctica y Organización Escolar

Universidad de La Laguna


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