An Intersubjective Developmental Perspective on Interactions Between Deaf and Hearing Mothers and Their Deaf Infants

Loots, Gerrit; Devise, Isabel

doi:10.1353/aad.2003.0028

Cited by 22 publications

(25 citation statements)

References 87 publications

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“…Whereas we saw Eva taking the lead in the interaction before the adjustment of the device, we saw she became more passive after the adjustment, which prompted her mother to take initiatives and to dominate the interaction. The development of this controlling interactional dynamic between hearing mothers and their deaf infants has been described by Loots et al (2003b) as an expression of problems in the development of intersubjectivity and an attempt of the hearing mother to counter this stagnation. It could be argued that, as she was falling through the rabbit hole of looking for a successful mode of communication with her deaf daughter, the introduction of the CI changed the mother's feelings of trust in her own parental intuition towards her daughter.…”

Section: Discussionmentioning

confidence: 99%

“…(Papousek, 2007: 260;emphasis added). The link between intersubjective development and language development has been discussed in Loots 2003aLoots , 2003bLoots , and 2005. Therefore, in this paper we are interested to study longitudinally what the linguistic environment (linguistic input and parental behaviour) one hearing mother creates for her deaf daughter looks like, what this daughter's linguistic productions look like and what the possible interactive relationships are between this particular linguistic environment and the girl's language development.…”

Section: Introductionmentioning

confidence: 99%

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The language development of a deaf child with a cochlear implant

et al. 2013

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Hearing parents of deaf or partially deaf infants are confronted with the complex question of communication with their child. This question is complicated further by conflicting advice on how to address the child: in spoken language only, in spoken language supported by signs, or in signed language. This paper studies the linguistic environment created by one such mother (language input and parental behaviour) and her child's language production longitudinally during the first two years of life of the infant to discover possible relationships. The mother-child dyad was observed when the child was seven, nine, twelve, eighteen, and twenty-four months old. Changes in the mother's approach to communication with her child and their consequent effects on the child's language development will be highlighted. The infant concerned has a hearing loss of more than 90dB on both ears, which qualified her for cochlear implantation. At the age of ten months she was implanted on her left side (30/04/2010). Five months later she received a second implant (24/09/2010). By means of several assessments instruments the created linguistic environment, the language development of the infant in question and possible causal relationships were investigated before and after implantation. These instruments include: Pragmatics Profile of Everyday Communication; Profile of Actual Linguistic Skills; video-images of interaction analysed in ELAN; MacArthur-Bates Communicative Development Inventory for spoken Dutch and Flemish Sign Language (from nine months onwards). Results for each individual assessment moment are given as well as an overarching interpretation of evolution in the language development. The child seems to be profiting from a bimodal/bilingual approach to communication up to nine months of age. She is progressing considerably in both spoken Dutch and Flemish Sign Language, with a possible onset of functional code-switch. However, a setback is evidenced in the child's language development, mirrored in a setback in the mother's sensitive behaviour as she moves to a more monolingual approach after cochlear implantation. Highlights: This paper presents a study of communication between hearing mother and deaf child.  This will be done longitudinally before and after cochlear implantation (CI).  Benefit from bimodal/bilingual approach is apparent up to 0;9 before CI.  After CI (0;10) there seems to be a setback in linguistic behaviour of the dyad.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The language development of a deaf child with a cochlear implant

et al. 2013

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“…Symbolic intersubjectivity (13 months and more)-the fourth developmental stage of intersubjectivity-refers to interaction sequences of mental involvement in a mutual exchange of linguistic or symbolic meaning. In this stage linguistic symbols are introduced into the interpersonal space between parent and infant, who get increasingly involved in a process of meaning creation and language acquisition, that exceeds the immediate here-and-now context (for a more extensive description of the theory see Loots & Devisé, 2003a;Loots et al, 2003).…”

Section: Development Of Intersubjectivitymentioning

confidence: 99%

“…These findings are consistent with data of earlier research comparing hearing mothers and their deaf/hard-of-hearing children to hearing mother-child dyads. Most of these studies indicated communication difficulties in hearing mother-deaf child interactions and pointed to the development of a controlling interaction dynamic from the age of about 18 months on, when language usually starts to play an important role in the motherchild interaction (for reviews see Gallaway & Woll, 1994;Jamieson, 1995;Lederberg & Everhart, 2000;Lederberg & Prezbindowski, 2000;Loots & Devisé, 2003a, 2003bMeadow-Orlans, 1997, Musselman & Churchill, 1993.…”

Section: The Intersubjective Development Of Early Mother-deaf Child Imentioning

confidence: 99%

“…Recently, Loots and colleagues (Loots & Devisé, 2003a;Loots, Devisé, & Sermijn, 2003) have presented an intersubjective developmental theory of the early caregiver-child interaction that focuses primarily on the development of the dyadic interaction between parent and infant instead of focusing on parental and child behaviors separately. The intersubjective developmental theory conceptualizes the quality of the early parent-child interaction in terms of the development of intersubjective interaction sequences between parent and child throughout the child's first years of life.…”

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confidence: 99%

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The Impact of Visual Communication on the Intersubjective Development of Early Parent-Child Interaction With 18- to 24-Month-Old Deaf Toddlers

Loots

Devise

Jacquet

2005

Journal of Deaf Studies and Deaf Education

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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.Although most researchers emphasize the importance of synchrony, reciprocity, contingency, and joint involvement during parent-infant interactions, studies on early parent-deaf child interaction mostly concentrate on the individual behaviors of caregivers and/or children as the unit of analysis, rather than focusing on the dynamic quality of the interaction itself. Much research has been directed towards identifying the characteristics of hearing and deaf mothers or their deaf infants that affects the nature of their interaction, or the infants' later development, or both. Apart from some studies that used rating scales to assess the quality of the mother-deaf child dyadic unit as a whole

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Oral Versus Manual Communication

Smith

2008

Encyclopedia of Special Education

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An Intersubjective Developmental Perspective on Interactions Between Deaf and Hearing Mothers and Their Deaf Infants

Cited by 22 publications

References 87 publications

The language development of a deaf child with a cochlear implant

The language development of a deaf child with a cochlear implant

The Impact of Visual Communication on the Intersubjective Development of Early Parent-Child Interaction With 18- to 24-Month-Old Deaf Toddlers

Oral Versus Manual Communication

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