Learning to Converse: How Deaf Mothers Support the Development of Attention and Conversational Skills in Their Young Deaf Children

Swisher, M. Virginia

doi:10.4324/9781410604699-9

Cited by 14 publications

(1 citation statement)

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“…The results from Holzrichter are compatible with findings from an earlier study by Swisher (1999) that documented attention-getting strategies in 9 ASL-using infants who were recorded interacting with their mothers at 9, 12, and 18 months. Swisher found highly variable rates of attention-getting strategies from the mothers – some frequently tapped their children, waved toys at them, or moved their signing into the child’s line of vision, while others rarely engaged in these practices (see also Meadow-Orlans et al, 2004 , pp.…”

Section: Acquiring Turn-taking Structures: Signed Language Developmentsupporting

confidence: 87%

Acquisition of turn-taking in sign language conversations: An overview of language modality and turn structure

Horton

Singleton

2022

Front. Psychol.

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The task of transitioning from one interlocutor to another in conversation – taking turns – is a complex social process, but typically transpires rapidly and without incident in conversations between adults. Cross-linguistic similarities in turn timing and turn structure have led researchers to suggest that it is a core antecedent to human language and a primary driver of an innate “interaction engine.” This review focuses on studies that have tested the extent of turn timing and turn structure patterns in two areas: across language modalities and in early language development. Taken together, these two lines of research offer predictions about the development of turn-taking for children who are deaf or hard of hearing (DHH) acquiring sign languages. We introduce considerations unique to signed language development – namely the heterogenous ecologies in which signed language acquisition occurs, suggesting that more work is needed to account for the diverse circumstances of language acquisition for DHH children. We discuss differences between early sign language acquisition at home compared to later sign language acquisition at school in classroom settings, particularly in countries with national sign languages. We also compare acquisition in these settings to communities without a national sign language where DHH children acquire local sign languages. In particular, we encourage more documentation of naturalistic conversations between DHH children who sign and their caregivers, teachers, and peers. Further, we suggest that future studies should consider: visual/manual cues to turn-taking and whether they are the same or different for child or adult learners; the protracted time-course of turn-taking development in childhood, in spite of the presence of turn-taking abilities early in development; and the unique demands of language development in multi-party conversations that happen in settings like classrooms for older children versus language development at home in dyadic interactions.

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Section: Acquiring Turn-taking Structures: Signed Language Developmentsupporting

confidence: 87%

Acquisition of turn-taking in sign language conversations: An overview of language modality and turn structure

Horton

Singleton

2022

Front. Psychol.

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The Impact of Cochlear Implants on Young Deaf Children

Quittner

Leibach

Marciel

2004

Arch Otolaryngol Head Neck Surg

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uch evidence suggests that, early in life, auditory input and communication are essential for the normal development of language, cognition, and behavior. Thus, deaf children, who experience significant disruptions in auditory input, are likely to show delays not only in the production of oral language but in other important aspects of development such as visual attention and behavioral control. Cochlear implants have shown tremendous promise in restoring auditory information to deaf children and concomitant improvements in speech recognition and production. However, little is known about how cochlear implants affect psychological variables. In this multisite trial, we assess the effects of cochlear implants on a range of developmental outcomes, including visual attention, problem-solving skills, symbolic play, and social adjustment. Measuring these constructs in young children, primarily younger than 2 years, has presented a number of unique challenges. In this article, we describe the methods used to assess these variables in young children and present preliminary findings comparing joint attention and symbolic play skills in a small sample of age-matched deaf and hearing children. As expected, deaf children performed more poorly than hearing children on measures of attention and symbolic play. As auditory input is restored via a cochlear implant, we predict that significant improvements in these variables will be observed.

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A Summary of Current Understanding Regarding Children with Autism Spectrum Disorder Who Are Deaf or Hard of Hearing

et al. 2014

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This article provides a consensus perspective based on the authors' expertise and the limited available literature regarding our understanding of children with an autism spectrum disorder (ASD) who are deaf or hard of hearing (D/HH). The challenges in the accurate identification of an ASD in children who are D/HH, including red flags for a potential ASD and screening and assessment for ASD, are described in this article. Additionally, strategies to guide professionals in their communication about a possible ASD with families and to frame the need for expanding aspects of communication important for this group of children are suggested.

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Learning to Converse: How Deaf Mothers Support the Development of Attention and Conversational Skills in Their Young Deaf Children

Cited by 14 publications

References 0 publications

Acquisition of turn-taking in sign language conversations: An overview of language modality and turn structure

Acquisition of turn-taking in sign language conversations: An overview of language modality and turn structure

The Impact of Cochlear Implants on Young Deaf Children

A Summary of Current Understanding Regarding Children with Autism Spectrum Disorder Who Are Deaf or Hard of Hearing

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