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1.
Parenting stress and social support in hearing mothers of deaf and hearing children: a longitudinal study 总被引：2，自引：0，他引：2
This longitudinal study investigated the impact of child deafness on mothers' stress, size of social networks, and satisfaction with social support. Twenty-three hearing mothers of deaf children and 23 hearing mothers of hearing children completed a series of self-report questionnaires when their children were 22 months, 3, and 4 years old. When children were 22 months, more mothers of deaf children reported pessimism about their children's achieving self-sufficiency and concerns about their children's communication abilities than did mothers of hearing children. When their children were 3 and 4 years old, mothers of deaf and hearing children did not differ in their reports of general parenting stress, as measured by the Parenting Stress Index (PSI). Likewise, mothers' ratings of satisfaction with social support were not affected by child deafness, nor did they change developmentally. Mothers of deaf and hearing children did differ in the types of support networks utilized. Mothers of deaf 22-month-olds reported significantly larger professional support networks, while mothers of hearing children reported significantly larger general support networks across all child ages. Mothers' feelings of stress and satisfaction with social support were very stable across the 2 years examined. The results suggest that most mothers of deaf children do not feel a high level of general parenting stress or dissatisfaction with their lives and support networks. However, mothers of deaf children are likely to feel stress in areas specific to deafness. In addition, because parenting stress was highly stable, special efforts should be made to intervene when mothers of deaf children are expressing high levels of stress. 相似文献
2.
Data are presented from two studies that investigate the developmental trends and concurrent validity of a measure of language and communication skills for deaf children, the Language Proficiency Profile-2 (LPP-2), developed by Bebko and McKinnon (1993). The LPP-2 was designed to evaluate the overall linguistic/communicative skills of deaf children, independent of any specific language or modality of expression. It focuses on the totality of the children's communication skills. Experiment 1 investigated developmental trends of the LPP-2 for both deaf and hearing children, studying a combined sample of deaf and hearing children from the United States and Canada. Experiment 2 investigated the relationship between the LPP-2 and two commonly used measures to assess deaf children on language development (Preschool Language Scale-3) and early reading skills (Test of Early Reading Ability-Deaf/Hard-of-Hearing). Results from the two studies indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills. 相似文献
3.
THE STUDY EXAMINED scaffolding interactions between deaf children and hearing mothers in which story reading was used as a tool to aid in the development of narrative comprehension and linguistic reasoning. The dyadic interactions were examined from the perspective of the theoretical works of Vygotsky (1934/1962, 1978, 1929/1981, 1960/1981). The sample group consisted of 7 dyads of hearing mothers and their deaf children ages 4.2 to 9.5 years. The mothers signed a story to their children. The dyadic interactions reflected the different levels of scaffolding and functioning within the zone of proximal development (Vygotsky, 1934/1962, 1978). The researchers found that story reading provides an excellent framework for both cognitive and emotional growth within the parent/child dyad. Mothers who engaged their children in mutual dialogue also used elaboration. This was reflected in their children's linguistic reasoning. 相似文献
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5.
OBJECTIVE: To assess the disciplinary preferences of mothers of profoundly deaf children and normally hearing children in a test of the hypothesized link between child disabilities and punitive parenting. METHOD: Disciplinary preferences of mothers seeking a cochlear implant for their profoundly deaf child (n=57), mothers not seeking an implant for their deaf child (n=22), and mothers of normally hearing children (n=27) were assessed using an analog task in which subjects select discipline in response to slide images of children engaging in normative or frankly deviant behaviors that are potentially irritating. RESULTS: Results indicated that mothers of children with profound hearing impairments were more likely to select physical discipline in response to depicted child transgressions and more likely to escalate to physical discipline when the depicted child was described as persisting in the transgression. Additionally, escalation was more probable in response to scenes depicting children engaged in dangerous and destructive acts than in rule-violating acts. CONCLUSIONS: Findings were consistent with the hypothesized link between childhood disabilities and child maltreatment as well as the hypothesis that children with disabilities associated with communication problems could be at risk of physical abuse. 相似文献
6.
This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding. 相似文献
7.
This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child. 相似文献
8.
Marc H. Bornstein Ann M. Selmi O. M. Haynes Kathleen M. Painter & Eric S. Marx 《Child development》1999,70(4):833-852
Two representational abilities, expressive and receptive language and symbolic play, were assessed in multiple formats in hearing and deaf 2-year-old children of hearing and deaf mothers. Based on maternal report, hearing children of hearing and deaf mothers produced more words than deaf children of hearing mothers, hearing children of hearing mothers more words than deaf children of deaf mothers, and deaf children of deaf mothers more words than deaf children of hearing mothers. Based on experimenter assessments, hearing children in both groups produced and comprehended more words than deaf children in both groups. By contrast, no differences emerged among these groups in child solitary symbolic play or in child-initiated or mother-initiated child collaborative symbolic play; all groups also increased equivalently in symbolic play between solitary and collaborative play. Representational language and symbolic play were unrelated in hearing children of hearing mothers and in deaf children of deaf mothers, but the 2 abilities were associated in children in the 2 child/mother mismatched hearing status groups. These findings are placed in the context of a proposed developing modularity of verbal and nonverbal symbol systems, and the implications of hearing status in communicative exchanges between children and their mothers in diverse hearing and deaf dyads are explored. 相似文献
9.
The Use of Visual-Tactile Communication Strategies by Deaf and Hearing Fathers and Mothers of Deaf Infants 总被引：1，自引：1，他引：1
This article presents the results of a study comparing deaf and hearing parents in the use of visual-tactile communication strategies during interaction with their hearing-impaired children between 18 and 24 months of age. The study includes 17 deaf and hard-of-hearing children and 33 parents, covering hearing mothers (n = 12), hearing fathers (n = 11), deaf mothers (n = 5), and deaf fathers (n = 5). The four groups of parents are compared in the use of visual-tactile communication strategies during free play with their children. Overall results show that deaf mothers and deaf fathers differ significantly from hearing parents in the use of a visual communication style adapted to the developmental communication needs and abilities related to the 18- to 24-month age period. The study pays special attention to differences in visual-tactile communication strategies according to hearing status, gender, use of languages, and communication modes. 相似文献
10.
Spencer PE 《Journal of deaf studies and deaf education》2000,5(4):291-302
Potential effects of auditory and other communicative experience on development of visual attention were investigated for four groups of infants at 9, 12, and 18 months of age. Participants included 20 deaf infants with deaf mothers, 19 deaf infants with hearing mothers, 21 hearing infants with hearing mothers, and 20 hearing infants with deaf mothers. Infants' hearing status alone did not associate with patterns of visual attention. Deaf infants with deaf mothers showed significantly longer times in the most advanced attention state (coordinated joint) than did deaf infants with hearing mothers. However, other aspects of experience were associated with group differences. Both deaf and hearing children with deaf mothers who signed spent more time onlooking (or watching) their mothers than did children (deaf or hearing) with hearing mothers. Hearing children with hearing mothers spent more time looking at objects than did children with deaf mothers. Despite these differences in time in various attention states, the general trajectory of development of each of the attention states was similar across groups. Results indicate that early visual attention is associated with and potentially influenced by a complex interaction of maturation, communicative experiences, and other developing skills. 相似文献
11.
From Here and Now to There and Then: The Development of Displaced Reference in Homesign and English 总被引：1，自引：0，他引：1
An essential function of human language is the ability to refer to information that is spatially and temporally displaced from the location of the speaker and the listener, that is, displaced reference . This article describes the development of this function in 4 deaf children who were not exposed to a usable conventional language model and communicated via idiosyncratic gesture systems, called homesign, and in 18 hearing children who were acquiring English as a native language. Although the deaf children referred to the nonpresent much less frequently and at later ages than the hearing children, both groups followed a similar developmental path, adding increasingly abstract categories of displaced reference to their repertoires in the same sequence. Care-givers in both groups infrequently initiated displaced reference, except with respect to communication about past events. Despite the absence of a shared linguistic code, the deaf children succeeded in evoking the non-present by generating novel gestures, by modifying the context of conventional gestures, and by pragmatic means. The findings indicate that a conventional language model is not essential for children to be able to extend their communication beyond the here and now. 相似文献
12.
Eleven 18-month-old children with profound prelingual hearing loss were video-recorded in a free-play session with their mothers. Five of the mothers were profoundly deaf and fluent users of British Sign Language (BSL) or Auslan. The other six were hearing and had enrolled in a signing program. Ten-minute segments from each session were analyzed to determine the number of switches in attention shown by each child. Switches in attention were subdivided into three categories: spontaneous (where the child spontaneously looked to the mother); responsive (where the child responded to some maternal action such as moving an object); and elicited (where the mother made a direct attempt to gain the child's attention. Failed attempts to gain attention were also noted. A comparison of deaf and hearing mothers revealed no difference in the proportion of spontaneous or responsive switches in attention shown by their children. Responsive switches were by far the most frequent category for both groups, but these most commonly focused on objects and did not provide an opportunity for maternal signing. Successful perception of signing typically followed from spontaneous or elicited attentional switches. Deaf mothers were generally more insistent on their children turning to look at them, and they were more successful in eliciting attentional switches although they also had more failed attempts. These overall differences between the two groups were overshadowed by large individual differences within the groups. Within the sample there were both deaf and hearing mothers who achieved successful signed communication with their children. 相似文献
13.
C M Kampfe 《American annals of the deaf》1989,134(5):317-322
A nationwide study was conducted to examine the relationship between prelingually deaf adolescents' reading comprehension scores and their hearing mothers' communication strategies and skills. Subjects included 201 students from six randomly selected residential schools for the deaf. Correlation coefficients, stepwise multiple regression analyses and analysis of covariance showed that for this group of subjects, method of communication used by mothers had no significant relationship with their deaf children's reading comprehension scores. No significant relationship was found between reading comprehension of the children of mothers who used manual communication and the age of the child when the mother began to sign. A potential relationship was found, however, between reading comprehension scores and signing skill levels of mothers who used manual communication. 相似文献
14.
The purpose of this article is to analyze the results of a study of the development of analogical reasoning in deaf children coming from two different linguistic environments (deaf children of deaf parents--sign language, deaf children of hearing parents--spoken language) and in hearing children, as well as to compare two groups of deaf children to a group of hearing children. In order to estimate the development of children's analogical reasoning, especially the development of their understanding of different logical relations, two age groups were singled out in each population of children: younger (9- and 10-year-olds) and older (12- and 13-year-olds). In this way it is possible to assess the influence of early and consistent sign-language communication on the development of the conceptual system in deaf children and to establish whether early and consistent sign-language communication with deaf children affects their mental development to the same extent as early and consistent spoken-language communication with hearing children. The children were given three series of analogy tasks based on different logical relations: (a) a series of verbal analogy tasks (the relations of opposite, part-whole, and causality); (b) a series of numerical analogy tasks (the relations of class membership, opposite, and part-whole); and (c) a series of figural-geometric analogy tasks (the relations of opposite and part-whole). It was found that early and consistent sign-language communication with deaf children plays an almost equivalent role in the development of verbal, numerical, and spatial reasoning by analogy as early and consistent spoken-language communication with hearing children. 相似文献
15.
The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and language skills of 8- to 12-year-old children with cochlear implants (n = 22) and nonimplanted deaf children (n = 25) with those of age-matched hearing controls (n = 22). Implanted and nonimplanted deaf children performed below the level of hearing children on tests assessing oral receptive language, as well as on a number of EF tests, but no significant differences emerged between the implanted and nonimplanted deaf groups. Language ability was significantly positively associated with EF in both hearing and deaf children. Possible interpretations of these findings are suggested and the theoretical and clinical implications considered. 相似文献
16.
M V Swisher 《American annals of the deaf》1992,137(2):92-100
Young deaf children use their vision to gather both language input and information about the environment. This dual requirement greatly complicates conversational turn-taking for the children and their parents, particularly when interaction centers on a visual focus such as a book. Data are presented here on the onset and maintenance of visual attention to signing in three profoundly deaf children, ages 2;9-3;7 years, while interacting with their hearing mothers about a story told through pictures. The data indicate that the children's visual attention in this situation was quite variable, although all of them experienced problems with their need to focus simultaneously on two sources of information: the mother's signs and the picture book. Suggestions for developing visual turn-taking skills are made, based on the research on first-language acquisition and the interactions of deaf mothers with their children. 相似文献
17.
Deaf children's use of beliefs and desires in negotiation 总被引：3，自引：0，他引：3
Although several studies have shown that deaf children demonstrated impaired performances on false-belief tasks, the children's belief understanding appeared intact when asked to explain emotions or behavior. However, this finding does not necessarily indicate a full-fledged theory of mind. This study aimed to investigate deaf children's negotiation strategies in false-belief situations, because situations that require negotiation provide a natural context with a clear motivational aspect, which might appeal more strongly to deaf children's false-belief reasoning capacities. The purpose of this study was to compare the reactions of 11- to 12-year-old deaf and hearing children to scenarios in which a mother, who is unaware of a change in the situation, threatens to block the fulfillment of the child's desire. The results showed that deaf children more often failed to correct the mother's false beliefs. In contrast with hearing children, who frequently left their own desires implicit, deaf children kept stressing their desires as a primary argument, even though the mother could be expected to be fully aware of these desires. Moral claims were used to the same extent by both groups. In general, deaf children more often used arguments that did not provide new information for their conversation partners, including repetitions of the same argument. The results were interpreted in terms of the special needs that are required by the hampered communication between deaf and hearing people as well as in terms of the ongoing discussion regarding theory-of-mind development in deaf children. 相似文献
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19.
Harris M 《Journal of deaf studies and deaf education》2001,6(3):177-185
The signed and spoken language produced by 14 mothers to their 18-month-old children during free play was analyzed. All the children had profound prelingual deafness. Seven of the mothers were profoundly deaf and fluent users of British Sign Language (BSL) or Auslan. The other seven were hearing and had enrolled in a signing program. Maternal signed utterances were classified according to whether they were made in the child's line of sight and whether they had a salient context; that is, they referred to an object or event at the child's current focus of attention. Spoken utterances were coded by word length. Comparisons between the two groups showed that both deaf and hearing mothers produced a majority of single-sign utterances (rather than utterances containing two or more signs). Deaf mothers also produced a majority of single-word spoken utterances, whereas the hearing mothers produced a significantly greater proportion of multiword utterances. As predicted, deaf mothers were more successful than hearing mothers in presenting signed utterances with a salient context that were visible to their children. Across the group as a whole, the total number of visible and salient signed utterances produced in 10 minutes was positively correlated with the total number of occasions on which mothers successfully redirected their child's attention or the child spontaneously turned to look at the mother. This suggests that deaf children who are visually attentive to their mothers receive a greater number of visible signed utterances with a salient context. I argue that this provides a more secure context for early language development. 相似文献
20.
This article presents the findings of a study of the relationship between American Sign Language (ASL) skills and English literacy among 160 deaf children. Using a specially designed test of ASL to determine three levels of ASL ability, we found that deaf children who attained the higher two levels significantly outperformed children in the lowest ASL ability level in English literacy, regardless of age and IQ. Furthermore, although deaf children with deaf mothers outperformed deaf children of hearing mothers in both ASL and English literacy, when ASL level was held constant, there was no difference between these two groups, except in the lowest level of ASL ability. The implication of this research is straightforward and powerful: Deaf children's learning of English appears to benefit from the acquisition of even a moderate fluency in ASL. 相似文献