Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

2020 ◽  
pp. 095679762096038
Author(s):  
Chi-Lin Yu ◽  
Christopher M. Stanzione ◽  
Henry M. Wellman ◽  
Amy R. Lederberg
Keyword(s):  
Theory Of Mind ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Older Children ◽  
Language Abilities ◽  
Hearing Parents ◽  
Developmental Relationship

Deaf and hard-of-hearing (DHH) children born to hearing parents have profound theory-of-mind (ToM) delays, yet little is known about how providing hearing assistance early in life, through cochlear implants and hearing aids, influences their ToM development. We thus addressed (a) whether young DHH children with early hearing provision developed ToM differently than older children did in previous research and (b) what ToM understandings characterize this understudied population. Findings from 84 three- to six-year-old DHH children primarily acquiring spoken language demonstrated that accumulated hearing experience influenced their ToM, as measured by a five-step ToM scale. Moreover, language abilities mediated this developmental relationship: Children with more advanced language abilities, because of more time using cochlear implants and hearing aids, had better ToM growth. These findings demonstrate the crucial relationships among hearing, language, and ToM for DHH children acquiring spoken language, thereby addressing theoretical and practical questions about ToM development.

Introducing Young Children Who Are Deaf or Hard of Hearing to Spoken Language

2002 ◽  
Vol 33 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Michele Wilkins ◽  
David J. Ertmer
Keyword(s):  
Cochlear Implants ◽  
Parent Education ◽  
Student Teacher ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
Deaf Children ◽  
Mainstream Classrooms ◽  
Key Features ◽  
Listening And Speaking

This article provides an overview of the workings of an oral school for children who are deaf or hard of hearing. The key features of the school include low student-teacher ratios, teachers who are trained as oral educators of deaf children, ongoing staff and parent education, specialized curricula, and a strong emphasis on listening and speaking throughout the day. Approximately 75% of the students at the school use cochlear implants; the remainder wear hearing aids. The graduates of this program have shown that an oral school can help many children who are deaf or hard of hearing achieve success as oral communicators and students in mainstream classrooms.

scholarly journals Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken Language Learners

2019 ◽  
Vol 9 (2) ◽  
pp. 153 ◽  
Author(s):  
Frush Holt
Keyword(s):  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Age Children ◽  
Future Research ◽  
Language And Literacy ◽  
Language Outcomes ◽  
Related Factors ◽  
Literacy Outcomes

Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention. However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.

Measuring Phonological Awareness in Deaf and Hard-of-Hearing Children

2014 ◽  
Vol 57 (1) ◽  
pp. 131-142 ◽  
Author(s):  
Mi-young L. Webb ◽  
Amy R. Lederberg
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Psychometric Properties ◽  
Standardized Tests ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Spoken Language ◽  
School Year ◽  
Hearing Children

PurposeThis study evaluated psychometric properties of 2 phonological awareness (PA) tests normed for hearing children when used with deaf and hard-of-hearing (DHH) children with functional hearing. It also provides an in-depth description of these children's PA.MethodOne hundred and eight DHH children (mean age = 63.3 months) with cochlear implants or hearing aids were assessed in the fall and spring of the school year. Sixty-three percent communicated only with spoken language; 37% communicated with both sign and speech. Examiners administered PA subtests from the Phonological Awareness Test—2 and the Test of Preschool Early Literacy, along with assessments of speech perception and early literacy.ResultsItem analyses indicated that both tests showed good psychometric properties (e.g., high item discriminations and internal consistencies). DHH children scored higher on subtests and items that measured words, rhymes, and syllables than those that assessed phonemes. Although subtest difficulty influenced the factor structure in the fall, spring PA was best characterized as a single factor. PA correlated concurrently and predictively with early literacy.ConclusionsThis study suggests that these 2 standardized tests are valid for use with DHH children with functional hearing. Although delayed, these children's PA was structurally similar to that of hearing children.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

scholarly journals Deaf children need language, not (just) speech

2019 ◽  
Vol 39 (4) ◽  
pp. 367-395 ◽  
Author(s):  
Matthew L. Hall ◽  
Wyatte C. Hall ◽  
Naomi K. Caselli
Keyword(s):  
Sign Language ◽  
Cochlear Implants ◽  
Research Evidence ◽  
Spoken Language ◽  
Deaf Children ◽  
Full Potential ◽  
Sign Languages ◽  
Language Deprivation ◽  
Language Exposure ◽  
Harmful Effects

Deaf and Hard of Hearing (DHH) children need to master at least one language (spoken or signed) to reach their full potential. Providing access to a natural sign language supports this goal. Despite evidence that natural sign languages are beneficial to DHH children, many researchers and practitioners advise families to focus exclusively on spoken language. We critique the Pediatrics article ‘Early Sign Language Exposure and Cochlear Implants’ (Geers et al., 2017) as an example of research that makes unsupported claims against the inclusion of natural sign languages. We refute claims that (1) there are harmful effects of sign language and (2) that listening and spoken language are necessary for optimal development of deaf children. While practical challenges remain (and are discussed) for providing a sign language-rich environment, research evidence suggests that such challenges are worth tackling in light of natural sign languages providing a host of benefits for DHH children – especially in the prevention and reduction of language deprivation.

Comparison of speech perception abilities in deaf children with hearing aids or cochlear implants

1991 ◽  
Vol 104 (1) ◽  
pp. 42-46 ◽  
Author(s):  
Richard T. Miyamoto ◽  
Mary Joe Osberger ◽  
Amy M. Robbins ◽  
Wendy A. Myres ◽  
Kathy Kessler ◽  
...  
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Deaf Children

Linguistic Word Classes in the Spoken Language of Normal, Hard-of-Hearing, and Deaf Children

1968 ◽  
Vol 11 (2) ◽  
pp. 279-287 ◽  
Author(s):  
John B. Brannon
Keyword(s):  
Hearing Impairment ◽  
Hard Of Hearing ◽  
Classification System ◽  
Spoken Language ◽  
Spoken Word ◽  
Deaf Children ◽  
Word Class ◽  
New Classification ◽  
Word Classes

The spoken language of three groups of subjects—normal, hard-of-hearing, and deaf—was analyzed by means of a new classification system devised by Jones, Goodman, and Wepman. Each spoken word was sorted into one of 14 word classes. Group means for each word class were compared. It was concluded that a significant hearing impairment reduces productivity of both tokens and types of words. A moderate impairment lowers the use of adverbs, pronouns, and auxiliaries; a profound impairment reduces nearly all classes. In proportion to total word output the deaf overused nouns and articles, underused prepositions, quantifiers, and indefinites.

scholarly journals The impact of input quality on early sign development in native and non-native language learners

2016 ◽  
Vol 43 (3) ◽  
pp. 537-552 ◽  
Author(s):  
JENNY LU ◽  
ANNA JONES ◽  
GARY MORGAN
Keyword(s):  
Sign Language ◽  
Language Learners ◽  
Early Sign ◽  
Deaf Children ◽  
Language Abilities ◽  
Number Of Children ◽  
Hearing Parents ◽  
Deaf Parents ◽  
The Impact

AbstractThere is debate about how input variation influences child language. Most deaf children are exposed to a sign language from their non-fluent hearing parents and experience a delay in exposure to accessible language. A small number of children receive language input from their deaf parents who are fluent signers. Thus it is possible to document the impact of quality of input on early sign acquisition. The current study explores the outcomes of differential input in two groups of children aged two to five years: deaf children of hearing parents (DCHP) and deaf children of deaf parents (DCDP). Analysis of child sign language revealed DCDP had a more developed vocabulary and more phonological handshape types compared with DCHP. In naturalistic conversations deaf parents used more sign tokens and more phonological types than hearing parents. Results are discussed in terms of the effects of early input on subsequent language abilities.

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

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