Hearing is critical for normal development and acquisition of language and speech, and hearing impairment exists when there is diminished sensitivity to the sounds normally heard. Several studies have suggested that one out of every two to three school-aged children with any degree of hearing impairment have academic, social, and behavioral difficulties. Purpose: to compare the degree of hearing loss regarding the psychological profile: behavioral, social, emotional, and cognition of hearing-impaired children, and then correlate this profile to language scale. Hearing-impaired children showed more language, emotion, and behavioral difficulties and spent less time communicating than children with normal hearing. The lowest academic, social, and behavioral scores were in severe hearing-impaired group than in the other two groups. Even slight/mild hearing impairment can result in negative consequences in the psychological profile, behavioral, social, and emotional, and there is significant relationship between delayed language, anxiety, and child behavior problems. Without appropriate interventions, these children are at risk of developing mental health disorders.

中文翻译：

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听障埃及阿拉伯语儿童的心理交流中断

听力对于语言和言语的正常发育和习得至关重要，当对正常听到的声音的敏感性降低时，就会出现听力障碍。几项研究表明，每两到三个患有任何程度听力障碍的学龄儿童中就有一个存在学业、社交和行为方面的困难。目的：比较听障儿童心理特征的听力损失程度：行为、社会、情感和认知，然后将此特征与语言量表相关联。与听力正常的儿童相比，听力受损的儿童表现出更多的语言、情感和行为困难，并且花费更少的时间进行交流。与其他两组相比，重度听力障碍组的学业、社交和行为得分最低。即使是轻微/轻微的听力障碍也会对心理状况、行为、社交和情绪产生负面影响，并且语言延迟、焦虑和儿童行为问题之间存在显着关系。如果没有适当的干预，这些儿童就有患上精神健康障碍的风险。