Verbal and Performance Intelligence and their Relationship to Behavioral Problems among Hearing-Impaired Students

This study aimed to assess verbal and performance intelligence and their relationship to behavioral problems among students with hearing impairment. To achieve this, the paragraphs of the Wechsler Scale-4 of intelligence were converted into sign language after establishing indicators of its validity, reliability, and standards within a deaf sample. The study sample comprised 74 deaf students from schools for the deaf in Jordan, aged between 6 and 16 years. The scale was administered using sign language. Furthermore, the validity of the scale was demonstrated through construct validity, content validity, and concurrent validity. The stability of the scale was confirmed through Cronbach’s alpha and the test-retest method.  The study’s results indicated that the intelligence levels of the deaf students were within the normal range. The level of behavioral problems was average, with low incidence of aggressive behaviors among children with hearing disabilities. The findings also showed that attention deficit and hyperactivity problems were of a medium level, while school discipline problems were low among children with hearing impairments. Additionally, the study revealed a negative correlation between the level of intelligence both verbal and performance and the level of behavioral problems in children with hearing disabilities. No significant differences in behavioral problems were found based on gender, degree of hearing disability, or age. Finally, the study emphasizes the need for further research to explore the impact of hearing disability on behavioral aspects in deaf individuals. It also recommends training teachers in behavior modification techniques tailored for deaf students.