Interactions of Deaf Mothers and Deaf Preschool Children: Comparisons with Three Other Groups of Deaf and Hearing Dyads

Abstract

Videotaped samples of interaction were collected from seven deaf mothers and deaf children, 14 hearing mothers and deaf children using oral-only communication, 14 hearing mothers and deaf children using simultaneous (oral + sign language) communication, and 14 hearing mothers and hearing children. Transcripts were coded for dyadic interaction and for functional communication. Deaf children and hearing mothers using oral-only communication spent significantly less time engaged in interaction than did mothers and children in the other three groups. These dyads also had the least numbers of child-initiated bouts and the highest proportion of nonelaborated bouts. Deaf mothers and deaf children were similar to hearing mothers and hearing children; hearing mothers and deaf children using simultaneous communication were intermediate in interactional complexity. The major finding is that which affirms the similarities between the deaf-mother/deaf-child pairs and the hearing-mother/hearing-child pairs. The children in these two groups share an ability to carry on conversations about themselves, their mothers, and nonpresent objects and events.

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

“…One member of the dyad directs an interaction behavior toward the other, and the second member responds with a related interactive behavior within a time span of 5 s, and so on (e.g., at least PI, IP, PI, IP, or vice versa). This condition corresponds to the definition of complex interaction bouts (e.g., Lyon, 1985;Meadow, Greenberg, Erting, & Carmichael, 1981).…”

Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children.

“…Further, deaf preschool children have been viewed as less creative, responsive, happy, and positive with their mothers than were hearing preschoolers (Schlesinger & Meadow, 1972). Additionally, Meadow, Greenberg, Erting, and Carmichael (1981) determined that deaf preschoolers had shorter interactions with their mothers than did hearing preschool children, and initiated interactions less frequently than did their hearing peers. Bowlby (1969Bowlby ( , 1973Bowlby ( , 1980) and Ainsworth's (1973Ainsworth's ( ,1978 research suggests that security of attachment is related to the mother's sensitivity to the infant/toddler's needs and signals.…”

Attachment and Individuation of Deaf/Hard-of-Hearing and Hearing Young Adults

“…When such comparisons included preschool children the differences that were found between the two groups (D/HH children and hearing mothers vs. hearing children and hearing mothers) were more pronounced than when the interactions of younger children (i.e., toddlers) with their mothers were compared (Lederberg, Willis, & Frankel, 1991;Schlesinger & Meadow, 1972). The research on preschool deaf children and their mothers showed that more positive, efficient mother-child interactions that promoted secure attachment were those that (a) used total communication, in contrast to oral communication (Greenberg & Marvin, 1979;Meadow, Greenberg, Erting, & Carmichael, 1981); (b) included D/HH children with relatively better communication competence (either in oral communication or total communication); and (c) included relatively more educated mothers (Lederberg & Prezbindowski, 2000).…”