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Assessing parent-child interaction in infant deafness
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Abstract:
PURPOSE OF REVIEW: To highlight the importance of parent-child interaction (PCI) in infant deafness and address the lack of robust assessment tools in clinical practice. RECENT FINDINGS: Most deaf babies are born to hearing parents with little experience in deafness. Deafness can reduce access to spoken language. Despite advancements in amplification technology, deaf children still present with delays in attention and communication skills at the start of nursery. Research reports that hearing parents of deaf infants can be more directive during interaction, spend less time following the child's focus of attention, and have more difficulty achieving successful turn-taking in conversation. Much research tells us that these factors impact on the quality and quantity of PCI. Good PCI, in all infants, but especially so in deafness, is a strong predictor of child language outcomes. Teachers of the Deaf and Speech and Language Therapists are the first professionals to support families in the home. For these professionals, having an objective way of assessing PCI would greatly assist and standardise their practice. However, to date, there are no deaf-specific assessments to observe and appraise a parent's communication behaviours when interacting with their deaf child. SUMMARY: Intervention studies with families of deaf children have shown success in improving parental sensitivity and facilitative language techniques. An observational assessment in parent-deaf child interaction would ensure that communication interventions are appropriately targeted on the individual family's needs.
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Keyword:
P Philology. Linguistics; RC Internal medicine; RF Otorhinolaryngology; RJ Pediatrics
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URL: https://openaccess.city.ac.uk/id/eprint/25918/1/Assessing%20PCI%20in%20Infant%20Deafness%20-%20Final%20Version%20Curtin%20et%20al%202021.pdf
https://openaccess.city.ac.uk/id/eprint/25918/
https://doi.org/10.1097/MOO.0000000000000710
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Adaptation of the British Sign Language Receptive Skills Test into Polish Sign Language
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Literacy and phonological skills in oral deaf children and hearing children with a history of dyslexia
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Sign language development in deaf children with additional needs
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Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices
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Spelling in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors
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Communication interventions for families of pre-school deaf children in the UK
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Constructing an online test framework, using the example of a sign language receptive skills test
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Deficits in narrative abilities in child British Sign Language users with specific language impairment
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Sentence Repetition in Deaf Children with Specific Language Impairment in British Sign Language
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Reading, Dyslexia and Oral Deaf Children: From Research to Practice
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Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
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Adapting the Assessing British Sign Language Development: Receptive Skills Test into American sign language
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Developing communication skills in deaf primary school pupils: Introducing and evaluating the smiLE approach
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Identifying specific language impairment in deaf children acquiring British Sign Language: Implications for theory and practice
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