The Effect of Partner Hearing Status on Social and Cognitive Play

Levine, Linda M.; Antia, Shirin D.

doi:10.1177/105381519702100104

Cited by 20 publications

(24 citation statements)

References 33 publications

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“…Levine and Antia (1997) reported that children with hearing loss engaged in more sophisticated dramatic play, an indicator of cognitive skills, when engaged in mixed groups of children (children with and without hearing loss) than when playing with groups of children with the same hearing status.…”

Section: Including Very Young Childrenmentioning

confidence: 99%

Achieving Developmental Synchrony in Young Children With Hearing Loss

Mellon¹,

Ouellette²,

Greer³

et al. 2009

Trends in Amplification

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Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, and vestibular function can enhance student outcomes. Through ongoing evaluation and modification, clearly articulated curricular approaches can serve as a model for early intervention and special education programs. The purpose of this article is to propose an intervention model that combines best practices from a variety of disciplines that affect developmental outcomes for young children with hearing loss, along with specific strategies and approaches that may help to promote optimal development across domains. Access to typically developing peers who model age-appropriate skills in language and behavior, small class sizes, a co-teaching model, and a social constructivist perspective of teaching and learning, are among the key elements of the model. Keywords cochlear implants, children, educational settings The ProblemDespite appropriate amplification and early and intensive intervention, many children with hearing loss continue to lag behind their peers in some aspects of speech and language development, socioemotional and behavioral development, specific areas of cognitive development, and sensory-motor development. Pisoni et al. (2008) assert that significant cortical reorganization has likely already taken place in the brains of young children with hearing loss prior to cochlear implantation because of sensory deprivation. They contend that neural reorganization, particularly in the frontal cortex, affects aspects of speech and language development, other cognitive processes, such as executive function and cognitive control processes, and neural systems. These can explain variance in performance outcomes among children following implantation. Children with cochlear implants have been found to have slower verbal rehearsal speeds, scanning rates, and shorter digit spans when compared with hearing peers despite intelligence in the normal range (Burkholder & Pisoni, 2003), differences the authors attribute to sensory deprivation. Some children with hearing loss now compare favorably with hearing peers in some domains, but r...

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Section: Including Very Young Childrenmentioning

confidence: 99%

Achieving Developmental Synchrony in Young Children With Hearing Loss

Mellon¹,

Ouellette²,

Greer³

et al. 2009

Trends in Amplification

View full text Add to dashboard Cite

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“…These studies revealed both similarities and differences in the peer social behaviors of young children who were D/HH when compared to same-aged hearing children and, not surprisingly, came to contradictory conclusions because of differences in the characteristics of the children studied and the settings in which they were observed (Antia, 1982;Antia, Kreimeyer, & Eldredge, 1994;Arnold & Tremblay, 1979;Higginbotham & Baker, 1981;Lederberg, Ryan, & Robbins, 1986;Levine & Antia, 1997;McKirdy & Blank, 1982;Minnett, Clark, & Wilson, 1994;Vandell & George, 1981). The purpose of this research was to compare a range of peer social behaviors of young children who are D/HH and hearing within an optimal social environment.…”

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confidence: 92%

“…These authors also found that when children who were D/HH played in groups that consisted of D/HH and hearing peers, they engaged in more group dramatic play than when playing in groups that consisted of only D/HH peers. One possible reason for the differences in the play literature may be that Higginbotham and Baker (1982) examined the play of orally educated children, while Levine and Antia (1997) and Minnett et al (1994) studied children who used both oral and signed communication.…”

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confidence: 96%

“…In contrast, Minnett et al (1994) reported that children who were D/HH and hearing, educated in an integrated educational environment, engaged in similar levels of social play. Levine and Antia (1997) found that, in integrated play groups, young children who were D/HH spent the most time in group play and the least time in solitary play. These authors also found that when children who were D/HH played in groups that consisted of D/HH and hearing peers, they engaged in more group dramatic play than when playing in groups that consisted of only D/HH peers.…”

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confidence: 97%

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A Comparison of the Peer Social Behavior of Children Who are Deaf/Hard of Hearing and Hearing

Antia

Dittillo

1998

Journal of Children's Communication Development

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f This study examined the peer social behaviors of 38 children who were deaf or hard of hearing (D/HH) and 44 hearing children during free play in small integrated groups. Nine minutes of free play data were videotaped for each child and analyzed for the presence of 15 social behaviors in four categories: peer interaction; play; peer initiations/child responses; child initiations/peer responses. Children who were D/HH and hearing engaged equally frequently in positive and negative interaction, parallel play, and solitary play. Both groups engaged in similar patterns of initiations and responses with peers. However, children who I were D/HH engaged in less linguistic interaction and associative/cooperative play than the hearing children.The peer social behaviors of children who are deaf and hard of hearing (D/HH) are of considerable interest and concern to professionals (Spencer, Koester, & MeadowOrlans, 1994;Tvingstedt, 1993). Children who are D/HH are often characterized as socially immature or delayed in social development due to inadequate communication and socialization (Greenberg & Kusche, 1993). Most children who are D/HH are from hearing families; consequently, their early interaction with parents is often restricted by the lack of mutually comfortable communication. Their communication with parents may be overly simple in linguistic and cognitive content because of their parents' perception of the child's understanding or because of their parents' inability to communicate fluently using sign language. Restricted opportunities for peer interaction may also affect their learning of social communication skills. Paul and Jackson (1993) suggest that restrictions imposed by either the opportunity to interact or the ability to communicate with a variety of interactive partners limit the diversity of interpersonal interactions experienced by children who are D/HH and thus affects their social cognitive learning.The research on the peer social behavior of young D/HH children is limited, although a number of different behaviors have been studied, including positive and negative interactions, the frequency and duration of peer interaction, initiations and responses to peers, linguistic and non-linguistic interaction with peers, and social play. These studies revealed both similarities and differences in the peer social behaviors of young children who were D/HH when compared to same-aged hearing children and, not surprisingly, came to contradictory conclusions because of differences in the characteristics of the children studied and the settings in which they were observed (). The purpose of this research was to compare a range of peer social behaviors of young children who are D/HH and hearing within an optimal social environment. Several researchers reported that young children who were D/HH interacted less frequently with their peers, both D / H H and hearing, than their hearing classmates. McCauley, Bruininks, and Kennedy (1976) found that elementary D/HH children attending integrated programs engaged in signific...

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“…That is why it is required to produce games reflecting the characteristics of children, in particular, their color recognition and response this study is going to deal with. For instance, the game rules and competition constitute elements raising frontier spirit, creativity and sociality to children [1][2]. By reflecting color recognition and response characteristics of children along with these advantages of games, it is necessary to equally consider emotions and sentiments of children.…”

Section: Introductionmentioning

confidence: 99%