Effects of infant hearing loss and maternal support on mother-infant interactions at 18 months

Meadow-Orlans, Kathryn P.; Steinberg, Annie G.

doi:10.1016/0193-3973(93)90017-p

Cited by 82 publications

(53 citation statements)

References 20 publications

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“…For example, their interactions often are interrupted by miscommunications, and these interruptions can lead to an overall reduction in the amount of time hearing mothers interact with their deaf or hard-ofhearing children (Lederberg & Mobley, 1990). Moreover, hearing mothers of children who are deaf or hard of hearing have been described as more intrusive, rigid, and negative, and less likely to respond to their child's focus of attention or topic choice (Goss, 1970;Lederberg & Mobley, 1990;MacTurk, Meadow-Orlans, Koester, & Spencer, 1993;Meadow-Orlans, 1997;Meadow-Orlans & Steinberg, 1993;Pipp-Siegel & Biringen, 1998;Spencer & Gutfreund, 1990;Spencer & Meadow-Orlans, 1996). Their children, in turn, have been described as less responsive, active, and involving (Koester, 1995;Meadow, Greenberg, Erting, & Carmichael, 1981;Schlesinger & Meadow, 1972;Wedell-Monnig & Lumley, 1980).…”

Section: What Do We Know About Parent -Child Interactions Of Childrenmentioning

confidence: 96%

Applying the Emotional Availability Scales to children with disabilities

Biringen

Fidler

Barrett

et al. 2005

Infant Mental Health Journal

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Section: What Do We Know About Parent -Child Interactions Of Childrenmentioning

confidence: 96%

Applying the Emotional Availability Scales to children with disabilities

Biringen

Fidler

Barrett

et al. 2005

Infant Mental Health Journal

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“…Previous research documents that families vary widely in their adjustment to the child's hearing loss, 26,27 motivation, 28 affective state, 29 responsiveness to the child, 30,31 and social support, 29,[32][33][34] all of which can influence long-term outcomes. Parents who become involved in intervention have been found to communicate better with their children and to contribute more to the child's progress than parents who do not participate in such programs.…”

mentioning

confidence: 99%

Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing

2000

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ABSTRACT.Objective. The primary purpose of this study was to examine the relationship between age of enrollment in intervention and language outcomes at 5 years of age in a group of deaf and hard-of-hearing children.Method. Vocabulary skills at 5 years of age were examined in a group of 112 children with hearing loss who were enrolled at various ages in a comprehensive intervention program. Verbal reasoning skills were explored in a subgroup of 80 of these children. Participants were evaluated using the Peabody Picture Vocabulary Test and a criterion-referenced measure, the Preschool Language Assessment Instrument, administered individually by professionals skilled in assessing children with hearing loss. A rating scale was developed to characterize the level of family involvement in the intervention program for children in the study.Results. A statistically significant negative correlation was found between age of enrollment and language outcomes at 5 years of age. Children who were enrolled earliest (eg, by 11 months of age) demonstrated significantly better vocabulary and verbal reasoning skills at 5 years of age than did later-enrolled children. Regardless of degree of hearing loss, early-enrolled children achieved scores on these measures that approximated those of their hearing peers. In an attempt to understand the relationships among performance and factors, such as age of enrollment, family involvement, degree of hearing loss, and nonverbal intelligence, multiple regression models were applied to the data. The analyses revealed that only 2 of these factors explained a significant amount of the variance in language scores obtained at 5 years of age: family involvement and age of enrollment. Surprisingly, family involvement explained the most variance after controlling for the influence of the other factors (r ‫؍‬ .615; F change ‫؍‬ 58.70), underscoring the importance of this variable. Age of enrollment also contributed significantly to explained variance after accounting for the other variables in the regression (r ‫؍‬ ؊.452; F change ‫؍‬ 19.24). Importantly, there were interactions between the factors of family involvement and age of enrollment that influenced outcomes. Early enrollment was of benefit to children across all levels of family involvement. However, the most successful children in this study were those with high levels of family involvement who were enrolled early in intervention services. Lateidentified children whose families were described as limited or average in involvement scored >2 standard deviations below their hearing peers at 5 years of age. Even in the best of circumstances (eg, early enrollment paired with high levels of family involvement), the children in this study scored within the low average range in abstract verbal reasoning compared with hearing peers, reflecting qualitative language differences in these groups of children.Conclusions. Consistent with the findings of Yoshinaga-Itano et al, 1 significantly better language scores were associated with early enrollment in i...

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“…The mutual comprehension required between hearing mothers and deaf children for successful mother-child interactions decreases, with the result that deaf children do not comprehend their mothers' initiation acts and thus do not respond to them (Lederberg & Mobley, 1990;Meadow-Orlans & Steinberg, 1993). Further, hearing mothers of deaf children tend to be more controlling in their interactions than hearing mothers of hearing children (Lederberg & Mobley, 1990).…”

Section: Establishment Of Joint Attention In Dyads Involving Hearing mentioning

confidence: 99%

“…Second, there are two plausible mechanisms for explaining why breakdowns in interactions appear to occur when the mother is responsible for initiating joint attention interactions: (a) It is possible that deaf and hearing children differ in their ability to detect and respond to their mothers' initiation acts, such that deaf children are less likely to detect or comprehend their mothers' initiation acts and thus fail to respond to them (Lederberg & Mobley, 1990;Meadow-Orlans & Steinberg, 1993); it may be the case that the breakdown occurs at the level of the mother, in that hearing mothers of deaf children do not have the necessary skills to first attract and attain the attention of their deaf children, or that they fail to follow up on their initiation acts. Consistent with this viewpoint, Spencer, Swisher, and Waxman found that hearing mothers of deaf children were significantly more likely than hearing mothers of hearing children to fail to follow up on displayed initiation acts or bids for their child's attention.…”

Section: Dyad Child Initiated Success Ratesmentioning

confidence: 99%

Establishment of Joint Attention in Dyads Involving Hearing Mothers of Deaf and Hearing Children, and Its Relation to Adaptive Social Behavior

Nowakowski¹,

Tasker²,

Schmidt³

2009

aad

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Mounting evidence points to joint attention as a mediating variable in children's adaptive behavior development. Joint attention in interactions between hearing mothers and congenitally deaf ( n = 27) and hearing ( n = 29) children, ages 18–36 months, was examined. All deaf children had severe to profound hearing loss. Mother-child interactions were coded for maternally initiated and child-initiated success rates in establishing joint attention; mothers completed ratings of their children's adaptive behavior. Hearing mother–deaf child dyads had significantly lower maternally initiated success rates. No significant between-group differences on child-initiated success rates were shown. Maternal ratings of adaptive behavior were significantly lower for deaf children, and related positively and significantly to both child-initiated and maternally initiated success rates. The findings suggest that mother-child interactions that are low in successful establishment of joint attention might mediate the development of socioemotional problems evident in deaf children with hearing families.

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Effects of infant hearing loss and maternal support on mother-infant interactions at 18 months

Cited by 82 publications

References 20 publications

Applying the Emotional Availability Scales to children with disabilities

Applying the Emotional Availability Scales to children with disabilities

Early Intervention and Language Development in Children Who Are Deaf and Hard of Hearing

Establishment of Joint Attention in Dyads Involving Hearing Mothers of Deaf and Hearing Children, and Its Relation to Adaptive Social Behavior

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