Executive function, parent involvement, and children with hearing impairment

This research explores the relationship between parent involvement and executive function (EF) development in children with hearing impairment. The study sample includes 205 children who were identified as having hearing impairment in the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K) data set. It uses reports from teachers on three different outcomes to measure EF – including approaches to learning, self-control, and externalizing problem behaviors – as well as a questionnaire filled out by parents on their level of involvement with their children based on nine specific activities. Findings reveal that parent involvement is not significantly correlated with the development of EF skills, although it is marginally significant in the outcome of externalizing problem behaviors. Results suggest that future research on this population and EF development should include more specific measures and variables related to hearing impairment