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Abstract
The focus in this study is on social competence and behavioural problems in a group (n=57) of hearing-impaired 7- to 12-year-old children. Results were related to hearing status, school placement, and gender. Parent and teacher questionnaires were used to measure two aspects of social competence, prosocial orientation and social initiative, and three aspects of behavioural problems, externalizing, internalizing, and concentration problems. A sample of 214 normally-hearing children was used as a comparison group. Overall, the results showed only minor differences between the two groups, with the exception that the hearing-impaired children showed less social initiative in parent ratings. There were no relationships between social functioning and hearing status or school placement (mainstream vs. special classes for hearing-impaired children) nor any clear pattern of gender differences. These findings indicate that hearing-impaired children in Sweden fare well. The results are discussed in terms of the need for longitudinal studies and possible interventions targeted at social behaviours.