Maternal sensitivity predicts language gain in preschool children who are deaf and hard of hearing

Pressman, Leah J.; Pipp-Siegel, Sandra; Yoshinaga-Itano, Christine; Deas, Ann

doi:10.1093/deafed/4.4.294

Cited by 118 publications

(78 citation statements)

References 40 publications

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“…There is an emerging line of research that shows that caregivers spontaneously perform multimodal behavior as much as 75%-99% of the time during the interaction with the infants (Gogate, Bahrick, & Watson, 2000;Nomikou & Rohlfing, 2011). The use of multimodal communication may not be incidental because a considerable body of research suggests that the ways in which caregivers interact with their infants play a key role in language development in both infants with NH (Masur, Flynn, & Eichorst, 2005;Rowe & Goldin-Meadow, 2009;Seidl, Tincoff, Baker, & Cristia, 2015) and deaf children (Niparko et al, 2010;Pressman, Pipp-Siegel, Yoshinaga-Itano, & Deas, 1999). Therefore, it could be that the infants who showed enhanced attention to IDS may also be involved in high-quality caregiver-infant interaction mediated by IDS at home.…”

Section: Discussionmentioning

confidence: 99%

Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

Wang

Bergeson

Houston

2017

J Speech Lang Hear Res

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Purpose: Both theoretical models of infant language acquisition and empirical studies posit important roles for attention to speech in early language development. However, deaf infants with cochlear implants (CIs) show reduced attention to speech as compared with their peers with normal hearing (NH; Horn, Davis, Pisoni, & Miyamoto, 2005;Houston, Pisoni, Kirk, Ying, & Miyamoto, 2003), which may affect their acquisition of spoken language. The main purpose of this study was to determine (a) whether infantdirected speech (IDS) enhances attention to speech in infants with CIs, as compared with adult-directed speech (ADS), and (b) whether the degree to which infants with CIs pay attention to IDS is associated with later language outcomes. Method: We tested 46 infants-12 prelingually deaf infants who received CIs before 24 months of age and had 12 months of hearing experience (CI group), 22 hearing experience-matched infants with NH (NH-HEM group), and 12 chronological age-matched infants with NH (NH-CAM group)-on their listening preference in 3 randomized blocks: IDS versus silence, ADS versus silence, and IDS versus ADS. We administered the Preschool Language Scale-Fourth Edition (PLS-4; Zimmerman, Steiner, & Pond, 2002) approximately 18 months after implantation to assess receptive and expressive language skills of infants with CIs. Results: In the IDS versus silence block, all 3 groups looked significantly longer to IDS than to silence. In the ADS versus silence block, both the NH-HEM and NH-CAM groups looked significantly longer to ADS relative to silence; however, the CI group did not show any preference. In the IDS versus ADS block, whereas both the CI and NH-HEM groups preferred IDS over ADS, the NH-CAM group looked equally long to IDS and ADS. IDS preference quotient among infants with CIs in the IDS versus ADS block was associated with PLS-4 Auditory Comprehension and PLS-4 Expressive Communication measures. Conclusions: Two major findings emerge: (a) IDS enhances attention to speech in deaf infants with CIs; (b) the degree of IDS preference over ADS relates to language development in infants with CIs. These results support a focus on input in developing intervention strategies to mitigate the effects of hearing loss on language development in infants with hearing loss.

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Section: Discussionmentioning

confidence: 99%

Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

Wang

Bergeson

Houston

2017

J Speech Lang Hear Res

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“…Given the significant and meaningful associations between EA and many discrete affective indices of parent-child interaction (Kogan & Carter, 1996;Robinson, Little, & Biringen, 1993;Zimmerman & McDonald, 1995), EA can be considered a global index of the overall quality of the parentchild affective relationship (Biringen, 2000). Studies of emotional availability suggest that the construct not only plays a role in the prediction of attachment (Easterbrooks & Biringen, 2000, 2005 but also in developmental phenomena as far ranging as sleep patterns and language gains in typically and atypically developing children (Pressman, Pipp-Siegel, Yoshinaga-Itano, & Deas, 1999;Sagi, Tirosh, Ziv, Guttman, & Lavie, 1998 construct, takes into account the intrinsic transactional and reciprocal nature of parent-child interaction. The parent-child bond is not a one-way path where the parent shapes his or her child's development and growth.…”

Section: Parent-child Interaction and Dyadic Emotional Availabilitymentioning

confidence: 99%

Play and emotional availability in young children with Down syndrome

Venuti

Falco

Giusti

et al. 2008

Infant Mental Health Journal

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This study investigates mother-child interaction and its associations with play in children with Down syndrome (DS). There is consensus that mother-child interaction during play represents an important determinant of typical children's play development. Concerning children with DS, few studies have investigated mother-child interaction in terms of the overall emotional quality of dyadic interaction and its effect on child play. A sample of 28 children with DS (M age = 3 years) took part in this study. In particular, we studied whether the presence of the mother in an interactional context affects the exploratory and symbolic play of children with DS and the interrelation between children's level of play and dyadic emotional availability. Children showed significantly more exploratory play during collaborative play with mothers than during solitary play. However, the maternal effect on child symbolic play was higher in children of highly sensitive mothers relative to children whose mothers showed lower sensitivity, the former displaying more symbolic play than the latter in collaborative play. Results offer some evidence that dyadic emotional availability and child play level are associated in children with DS, consistent with the hypothesis that dyadic interactions based on a healthy level of emotional involvement may lead to enhanced cognitive functioning.RESUMEN: El objetivo de este estudio fue investigar la interacción madre-infante y sus asociaciones con el juego en el caso de lo niños con el síndrome de Down (SD). Hay consenso con respecto a que la interacción madre-infante durante el juego representa un importante determinante en cómo los niños típicos desarrollan su juego. Con respecto a niños con síndrome de Down, pocos estudios han investigado la interacción madre-infante -en términos de la calidad emocional en general de la interacción de la díada -y sus efectos en el juego del niño. En este estudio, participó un grupo muestra de 28 niños con síndrome de Down (M edad = 3 años). En particular, queríamos verificar si la presencia de la madre en un contexto interaccional afecta el juego exploratorio y simbólico del niño con síndrome de Down, así como la interrelación entre el nivel de juego del niño y la disponibilidad emocional de la díada. Los niños mostraron significativamente más juego exploratorio durante la colaboración en el juego con madres que durante los momentos de juego solitario. Sin embargo, el efecto maternal sobre el juego simbólico del niño fue mayor en aquellos niños cuyas madres eran altamente sensibles, con relación a los niños cuyas madres mostraron más baja sensibilidad; aquéllos mostraron más juego simbólico queéstos durante las sesiones de juego colaborativo. Los resultados ofrecen alguna evidencia de que la disponibilidad emocional de la díada y el nivel de juego del niño están asociados en los casos de niños con síndrome de Down, consistente con la hipótesis de que las interacciones díadicas basadas en un saludable nivel de involucramiento emocional pudieran llevar a un...

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“…The correlations between the different facets of emotional availability indicate that they are only partially linked with each other Zimmerman & McDonald, 1995;Ziv et al, 2000), and there is no reason to expect that all of them will be significantly correlated with mirror selfrecognition. Pressman, Pipp-Siegel, Yoshinaga-Itano, and Deas, (1999) reported similar differential effects of various facets of emotional availability on language development of toddlers.…”

Section: Discussionmentioning

confidence: 73%

Antecedents of mirror self‐recognition of toddlers: Emotional availability, birth order, and gender

Harel

Eshel

Ganor

et al. 2002

Infant Mental Health Journal

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The present study employed a longitudinal design for examining the role of emotional availability of child-mother dyads, birth order of children, and their gender as determinants of mirror selfrecognition of toddlers. It was hypothesized that toddlers who maintained more optimal emotional availability with mother at the age of 12 months would tend to identify themselves more readily at the age of 20 months. We assumed further that first-born children and females would identify themselves more readily than males and younger siblings. A sample of 54 nonrisk children and their mothers was investigated. Path analysis model showed that emotional availability partly predicted self-recognition: responsive toddlers identified themselves more often than less responsive peers. No significant effects were found for the other scales of emotional availability. A nonlinear birth order effect was observed, with second-born children being less likely to show mirror self-recognition than first-borns or third-borns. Child gender was not significantly associated with self-recognition at the age of 20 months. The data showed further that birth order was significantly linked with components of emotional availability. No significant correlations were found between emotional availability scores and child gender. Results were discussed in light of the different components of emotional availability, and the psychological correlates of ordinal position in the family.RESUMEN: El presente estudio empleó un diseño longitudinal para examinar el papel de la disponibilidad emocional de las díadas niño-madre, el orden de nacimiento de los niños, así como su sexo como determinantes del propio reconocimiento en el espejo por parte de los infantes. La hipótesis que se presenta es la de que los infantes que mantenían una más óptima disponibilidad emocional con la madre, a la edad de 12 meses, tenderían a identificarse enseguida a la edad de 20 meses. Es más, asumimos que los hijos primerizos y las niñas se identificarían más rápidamente que los varones y que los hermanos menores. Se investigó un grupo muestra de 54 niños que no estaban bajo ningún riesgo y sus madres. El modelo de análisis de pista mostró que la disponibilidad emocional en parte predijo el autorreconocimiento: infantes sensibles se identificaron a sí mismos más a menudo que los menos sensibles. Ningún efecto significativo se encontró en cuanto a otras escalas de la disponibilidad emocional. Se observó un efecto no lineal en cuanto al orden de nacimiento, en el cual los niños que habían nacido de segundo estaban menos propensos a mostrar su propio reconocimiento en el espejo que los primerizos y aun los que habían nacido de tercero. El sexo de los niños no fue asociado significativamente con el autorreconocimiento a la edad de 20 meses. La información muestra más allá que el orden de nacimiento estaba significativamente asociado con los componentes de la disponibilidad emocional. No se encontraron significativas correlaciones entre los puntajes de disponibilidad emocional y...

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Maternal sensitivity predicts language gain in preschool children who are deaf and hard of hearing

Cited by 118 publications

References 40 publications

Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

Play and emotional availability in young children with Down syndrome

Antecedents of mirror self‐recognition of toddlers: Emotional availability, birth order, and gender

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