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(Re)habilitation and Counseling (C)

PP115 - Parental Communication and Auditory Skill Development: Longitudinal Insights into Early Language Acquisition for Deaf and Hard of Hearing Children

POSTERS
Instructional Level: Fundamental

    Lead Presenter(s)

  • Tiana Dixon, MA

    Audiology Student
    Gallaudet University
    Washington, District of Columbia

    Disclosure(s): Financial: Regional Regional Early Acquisition of Language (REAL) Project Grant: Research Grant (includes principal investigator, collaborator or consultant and pending grants as well as grants already received) (Ongoing); Nonfinancial: No nonfinancial relationships to disclose

    PDF Slides
Abstract:
This study examines how parental communication behaviors influence language development in children who are deaf or hard of hearing (D/HH), aged 0-3. Using the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS), researchers assess the link between parents' communication strategies—like attention-getting, joint engagement, and responsiveness—and children's auditory skill development. Parent-child interactions are recorded to capture behaviors that support language growth in children using hearing aids, cochlear implants, or sign language. By comparing interactions before and after amplification, this research highlights the role of parental involvement in enhancing language development and could help establish best practices for supporting D/HH children.

Summary:
Parental communication behaviors are critical in supporting language development for children who are deaf or hard of hearing (D/HH). The Early Language Acquisition Project is a longitudinal study of D/HH children’s development including auditory skills and language acquisition. Parent-child dyads were recorded for 10 minutes to capture communication behavior. This study aims to examine the relationship between auditory skill development, as assessed by the Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS), and the specific communication behaviors of parents in facilitating language acquisition among D/HH children aged 0-3 years. The research will include children with varying degrees of auditory skill development, including those utilizing hearing aids, cochlear implants, and sign language.

Data will be collected from parents of D/HH children to analyze key parental behaviors that influence language development. These behaviors encompass attention-getting strategies, joint engagement during interactions, sensitivity to the child’s communicative attempts, and the frequency, type, and complexity of parental input. The IT-MAIS, a parent-report measure on ten target behaviors, will be utilized to evaluate their child’s response to sound in their environment.

A significant aspect of this study is the exploration of pre/post amplification effects, allowing for a comparative analysis of auditory access and parental communication behaviors over time. For some parent-child dyads this included before and after the implementation of hearing assistive technology. By identifying potential changes in these areas, this research aims to highlight the importance of parental involvement and effective communication strategies in fostering language development for D/HH children. The findings of this study may contribute to the development of best practices for supporting families and professionals in enhancing language acquisition for children who are D/HH, ensuring they receive the necessary support during this developmental stage.

Learning Objectives:

  • Upon completion, participants will be able identify key components of the Infant Toddler Meaningful Auditory Integration Scale (IT-MAIS) and explain how it can be utilized to monitor and assess auditory development in young children who are deaf or hard of hearing.
  • The participant will identify specific parental behaviors (such as attention-getting and joint engagement) that facilitate effective communication and language learning for D/HH children.
  • The participant will compare pre- and post-amplification effects on parental communication behaviors and language acquisition in D/HH children.