Shawn Rhine and Patrick Brice, Psychology

Executive functions have been defined as the self-regulatory or control functions that organize and direct all cognitive, behavioral and emotional activity. When planning appropriate behavioral and, particularly, learning interventions for children, assessment of these functions is critical. Normative data collected thus far on a parent and teacher rating scale of executive functions for children has not included the deaf population This study will determine the normative standards for deaf children on two behavior rating scales of executive and attentional functions. Given the limited amount of current normative information for deaf children, finding these standards appears to be essential in gaining a further understanding of this group. Parents and teachers of deaf children who attend either a residential school for the deaf or a public school system will be asked to rate their child's behavior as well as, identify demographic information that may have an impact on the child's behavior. Analysis of the significance of this demographic information will be determined. Behavioral patterns of specific sub-groups within the deaf group will also be examined, including those of children who are reported as having additional attentional, learning, behavioral or emotional difficulties. Additionally, behavioral patterns of children who have a family history of deafness will also be analyzed.