Additional analyses revealed that Type of Problem showed a trend toward significance for students with no NLC [F (1,116) = 2.96, MSE = .274, p < .1, ηp 2 = .025], but was not significant for students with one or more NLC [F (1,158) = 1.89, MSE = .296, p > .1, ηp 2 = .012].
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Screening for psychological problems in deaf and hard of hearing students.
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All other two and three-way interactions failed to reach significance (all p ’s > .05).