Graduation Term

Summer 2025

Degree Name

Doctor of Education (EdD)

Department

Department of Special Education

Committee Chair

Melinda R. Snodgrass

Committee Member

Yun-Ching Chung

Committee Member

Natalie L. Shaheen

Abstract

The prevalence rate for emotional/behavioral disabilities (EBD) among d/Deaf and hard of hearing (d/DHH) students has consistently been reported as statistically elevated in the literature, but the exact reason for this high prevalence has not been determined. Factors such as diagnostic shadowing, language proficiency, and difficulties in interfamilial communication have been identified; however, recent research suggests that language deprivation may also be a contributing factor. The intersection of language deprivation and EBD among d/DHH students has been studied by numerous researchers, but, to date, no one has explored how these topics are conceptualized together in the literature. As such, I performed a scoping review of the literature base (N = 56) to examine the theoretical frameworks used to understand the intersection of these topics, finding that d/Deafness is often pathologized (i.e., medical model), and behaviors of d/DHH students are interpreted as mental health conditions (i.e., psychodynamic perspective) due to language deprivation experienced in early childhood.

Access Type

Dissertation-Open Access

DOI

https://doi.org/10.30707/ETD.1763755358.490548

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