Examined the effects of both communication mode (oral vs oral plus manual) and level of communicative competence (high vs low) on the play interaction of 28 profoundly deaf preschool children (3-51/2 yrs old) and their hearing mothers. Mothers and children from 2 groups, oral and simultaneous (oral plus manual) communicators matched on audiologic and demographic variables, were videotaped during free play. The tapes were later subjected to an interaction analysis that examined behavior at the level of the dyad rather than the individual. The duration and complexity of interaction were strongly affected by both the method and level of communication. Simultaneous dyads had interactions that were longer and more complex and contained more cooperation and positive affect than those of oral dyads. Simultaneous communication is discussed in terms of its benefits for both the communicative and social competence of profoundly deaf children. (25 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Life-span and Life-course Studies