The utility of social behavior rating scales for children who are deaf and hard of hearing

This independent study provides an overview of the social-emotional and theory of mind development of children birth through high school and evaluates the utility of social-emotional rating scales in the classroom for children who are deaf and hard of hearing.

A comparison of social interaction between groups of multiply handicapped and hearing-impaired children

This paper reviews a study to determine the differences between multiply handicapped and deaf children in social interactions.

The relationship of language development to theory of mind understanding in young deaf children

This paper studies cognitive development in young deaf children, specifically Theory of Mind development and its link to language abilities.

Research on theory of mind in deaf education

Prior research has shown that theory of mind (ToM) development is delayed in children who are deaf and hard of hearing. Although research has demonstrated a delay in ToM development in children who are deaf and hard of hearing there are not many suggestions for how ToM is or should be addressed in deaf education. The current research addressed this issue by compiling an extensive literature review and sending 113 surveys’ to OPTION schools for the deaf around the country.