Interpersonal communication skills of deaf adolescents and their relationship to communication history

Musselman, Carol; Akamatsu, C. Tane

doi:10.1093/deafed/4.4.305

Cited by 14 publications

(8 citation statements)

References 36 publications

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“…Recent national survey results indicate that this remains the case in the United States, with only half of DHH children in signing school environments having family members who sign regularly with them (Gallaudet Research Institute, 2008). Given relations between frequency of parent sign and children's language development (Lederberg & Everhart, 1998; Meadow-Orlans et al, 2004; Musselman & Akamatsu, 1999) and teachers' variability in fluency and adherence to SimCom (Akamatsu & Stewart, 1998; Power, Hyde, & Leigh, 2008), the potential effects of SimCom (and of signing systems) may not have been effectively tested.…”

Section: Development Of Children In the Three Modelsmentioning

confidence: 99%

Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.

Lederberg

Schick

Spencer³

2013

Developmental Psychology

319

233

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Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to early identification/intervention, advanced technologies (e.g., cochlear implants), and perceptually accessible language models. DHH children develop sign language in a similar manner as hearing children develop spoken language, provided they are in a language-rich environment. This occurs naturally for DHH children of deaf parents, who constitute 5% of the deaf population. For DHH children of hearing parents, sign language development depends on the age that they are exposed to a perceptually accessible 1st language as well as the richness of input. Most DHH children are born to hearing families who have spoken language as a goal, and such development is now feasible for many children. Some DHH children develop spoken language in bilingual (sign-spoken language) contexts. For the majority of DHH children, spoken language development occurs in either auditory-only contexts or with sign supports. Although developmental trajectories of DHH children with hearing parents have improved with early identification and appropriate interventions, the majority of children are still delayed compared with hearing children. These DHH children show particular weaknesses in the development of grammar. Language deficits and differences have cascading effects in language-related areas of development, such as theory of mind and literacy development.

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Section: Development Of Children In the Three Modelsmentioning

confidence: 99%

Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.

Lederberg

Schick

Spencer³

2013

Developmental Psychology

319

233

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“…By comparison, the sign groups included few youth who were exposed to sign in infancy by parents who were skilled signers. Most began signing in the preschool period or later, generally after encountering difficulties in acquiring spoken language (Musselman & Akamatsu, 1999). These individuals had likely experienced significant changes in school environments as well as communication mode.…”

Section: Feel Lonely (Original)mentioning

confidence: 99%

Hearing Mothers and Their Deaf Children: The Relationship between Early, Ongoing Mode Match and Subsequent Mental Health Functioning in Adolescence

Wallis

Musselman²,

MacKay³

2004

Journal of Deaf Studies and Deaf Education

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In the few studies that have been conducted, researchers have typically found that deaf adolescents have more mental health difficulties than their hearing peers and that, within the deaf groups, those who use spoken language have better mental health functioning than those who use sign language. This study investigated the hypotheses that mental health functioning in adolescence is related to an early and consistent mode match between mother and child rather than to the child's use of speech or sign itself. Using a large existing 15-year longitudinal database on children and adolescents with severe and profound deafness, 57 adolescents of hearing parents were identified for whom data on language experience (the child's and the mother's) and mental health functioning (from a culturally and linguistically adapted form of the Achenbach Youth Self Report) was available. Three groups were identified: auditory/oral (A/O), sign match (SM), and sign mismatch (SMM). As hypothesized, no significant difference in mental health functioning was found between the A/O and SM groups, but a significant difference was found favoring a combined A/O and SM group over the SMM group. These results support the notion of the importance of an early and consistent mode match between deaf children and hearing mothers, regardless of communication modality.

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“…One code is finger-spelling, a system with an alphabetic writing system in which specific handshapes represent the letters of the alphabet, and spoken or written words can be articulated as handshapes sequences (Pizzuto et al, 2000). A second code is bimodal communication, a manual coded speech in which the content words occurring in sentences (nouns, verbs, adjectives, adverbs) are combined simultaneously with the corresponding signs (Greenberg, Calderon, & Kusché, 1984;Musselman & Akamatsu, 1999;Nicholas & Geers, 1997). A third code is Cued Speech (CS), a system of hand gestures at positions near and around the mouth; that allow to specify the discourse both at the syllabic and at the phonemic levels.…”

Section: Conclusion and General Discussionmentioning

confidence: 99%

“I see what you mean”: Oral deaf individuals benefit from speaker's gesturing

Vendrame

Cutica

Bucciarelli

2010

European Journal of Cognitive Psychology

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Recent studies in the psychological literature reveal that cospeech gestures facilitate the construction of an articulated mental model of an oral discourse by hearing individuals. In particular, they facilitate correct recollections and discourse-based inferences at the expense of memory for discourse verbatim. Do gestures accompanying an oral discourse facilitate the construction of a discourse model also by oral deaf individuals trained to lip-read? The atypical cognitive functioning of oral deaf individuals leads to this prediction. Experiments 1 and 2, each conducted on 16 oral deaf individuals, used a recollection task and confirmed the prediction. Experiment 3, conducted on 36 oral deaf individuals, confirmed the prediction using a recognition task.When people talk, they make spontaneous movement of arms, hands, and heads, called cospeech gestures. These gestures are closely time-locked to the syntactic and semantic properties of speech. McNeill (1992) identifies a number of different types of cospeech gestures: iconic gestures, which capture aspects of the semantic content of speech; metaphoric gestures, which convey abstract pictorial content; beat gestures, which occur along with the rhythmical pulsation of speech; and deictic or pointing gestures, which indicate entities in the conversation. A series of experimental studies suggest that cospeech gestures have a role both for the speaker, because they favour the organisation of thinking (e.g.

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Interpersonal communication skills of deaf adolescents and their relationship to communication history

Cited by 14 publications

References 36 publications

Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.

Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.

Hearing Mothers and Their Deaf Children: The Relationship between Early, Ongoing Mode Match and Subsequent Mental Health Functioning in Adolescence

“I see what you mean”: Oral deaf individuals benefit from speaker's gesturing

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