Études futures

D’autres études devraient être faites avec un plus grand échantillon afin de pouvoir constituer des sous-groupes plus homogènes d’enfants sourds oralistes et de voir si les résultats de la présente étude se maintiennent pour tous les sous-groupes. De plus, les études futures devraient tenter d’élucider par quel mécanisme le niveau de langage peut entraîner des difficultés comportementales chez les enfants sourds. Il se peut que ces mécanismes soient différents de ceux qui sont documentés pour les enfants entendants. Par exemple, il serait intéressant d’examiner l’influence que pourrait avoir l’attention sur les relations entre l’étendue du vocabulaire et les problèmes de comportement. En effet, Barker et al. (2009) ont trouvé que le langage était associé à la capacité d’attention soutenue et aux difficultés comportementales chez les enfants sourds. Les auteurs expliquent cette association par le rôle que peut jouer le langage sur la régulation de l’attention. L’attention soutenue était, à son tour, corrélée aux comportements internalisés et externalisés dans leur étude, ce qui suggère que la régulation interne est un mécanisme par lequel le langage peut exercer son influence sur les problèmes de comportement. Une mesure qui pourrait être utilisée pour évaluer l’attention soutenue est le CPT (Continuous Performance Test), qui s’administre aussi bien aux enfants sourds qu’aux enfants entendants.

De plus, il serait important d’examiner comment l’implication du parent pourrait influencer les scores obtenus aux tests langagiers et indirectement, les mesures comportementales et socioémotionnelles. En effet, l’impact de la surdité sur la communication parent-enfant a été identifié comme étant un des facteurs qui contribuent le plus à la présence de problèmes comportementaux et émotionnels chez les enfants sourds (Meadow, 1975; Schlesinger & Meadow, 1972). À ce sujet, Van Eldik et ses collègues (2004) ont observé que les enfants sourds qui éprouvaient plus de difficultés à communiquer avec leurs parents (selon ces derniers) avaient des résultats plus élevés à l’échelle Total Problems du CBCL comparativement aux autres enfants sourds. Il se pourrait donc que la communication parent-enfant joue un rôle médiateur quant au lien entre les difficultés langagières des enfants sourds oralistes et leur fréquence plus élevée de comportements extériorisés. Il serait également intéressant d’examiner l’impact de l’implication des parents dans le développement socio-affectif et langagier de leur enfant sourd.

57 En somme, cette étude vient corroborer les études antérieures qui ont montré une incidence plus élevée de comportements extériorisés chez les enfants sourds par rapport aux enfants entendants et elle montre que cette incidence s’explique par le niveau langagier plus limité des enfants sourds. Il reste maintenant à comprendre comment ce lien se développe, mais aussi surtout, comment mettre en place les services nécessaires pour éviter qu’une surdité entraîne une cascade d’autres difficultés développementales.

59

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