10 research outputs found
Recommended from our members
Parental use of multimodal cues in the initiation of joint attention as a function of child hearing status.
In the current study, we examine how hearing parents use multimodal cuing to establish joint attention with their hearing (N=9) or deaf (N=9) children during a free-play session. The deaf children were all candidates for cochlear implantation who had not yet been implanted, and each hearing child was age-matched to a deaf child. We coded parents' use of auditory, visual, and tactile cues, alone and in different combinations, during both successful and failed bids for children's attention. Although our findings revealed no clear quantitative differences in parents' use of multimodal cues as a function of child hearing status, secondary analyses revealed that hearing parents of deaf children used shorter utterances while initiating joint attention than did hearing parents of hearing children. Hearing parents of deaf children also touched their children twice as often throughout the play session than did hearing parents of hearing children. These findings demonstrate that parents differentially accommodate the specific needs of their hearing and deaf children in subtle ways to establish communicative intent
Hearing Parents’ Use of Auditory, Visual, and Tactile Cues as a Function of Child Hearing Status
Parental Use of Multimodal Cues in the Initiation of Joint Attention as a Function of Child Hearing Status
Recommended from our members
How to look for joint attention: Using a novel, multimodal coding protocol to identify joint attention in diverse parent-child dyads
Parent-child interactions support the development of a wide range of socio-cognitive abilities in young children. As infants become increasingly mobile, the nature of these interactions change from person-oriented to object-oriented, with the latter relying on children's emerging ability to engage in joint attention. Joint attention is acknowledged to be a foundational ability in early child development, broadly speaking, yet its operationalization has varied substantially over the course of several decades of developmental research devoted to its characterization. Here, I outline two broad research perspectives—social and associative accounts—on what constitutes joint attention. After providing a theoretical overview, Chapter 2 introduces a joint attention coding scheme that we have developed iteratively based on a careful reading of the literature and our own coding experiences. This coding protocol provides objective guidelines for characterizing multimodal parent-child interactions. The need for such guidelines is acute given the widespread use of joint attention and other developmental measures to assess typically and atypically developing populations. In Chapter 3, we implement this novel protocol to understand how hearing parents are attempting to direct the attention of their deaf children, compared to those of hearing children. Contradictory to our predictions, both groups of parents relied on various multimodal cues to initiate joint attention with their child, regardless of the child’s hearing status. We even found that hearing parents of deaf children incorporate auditory cues into their bids for joint attention, although parents of deaf children used shorter utterances in their initiation attempts compared to parents of hearing children. In combination, these results point to a seemingly consistent way parents initiate joint attention with their children, at least as these skills are developing and becoming more routine. Chapter 3 aims to extend these findings to dyads in which the children are older and have a more solidified grasp on engaging in joint attention. We documented several relationships between parent- and child-initiated joint attention strategies and their effectiveness, and found that parents and children rely on different senses to initiate joint attention successfully. Altogether, these studies emphasize the diversity in joint-attentional engagement across child hearing status and age, as well as the importance of tracking all types of sensory cues
Revisiting how we operationalize joint attention.
Parent-child interactions support the development of a wide range of socio-cognitive abilities in young children. As infants become increasingly mobile, the nature of these interactions change from person-oriented to object-oriented, with the latter relying on children's emerging ability to engage in joint attention. Joint attention is acknowledged to be a foundational ability in early child development, broadly speaking, yet its operationalization has varied substantially over the course of several decades of developmental research devoted to its characterization. Here, we outline two broad research perspectives-social and associative accounts-on what constitutes joint attention. Differences center on the criteria for what qualifies as joint attention and regarding the hypothesized developmental mechanisms that underlie the ability. After providing a theoretical overview, we introduce a joint attention coding scheme that we have developed iteratively based on careful reading of the literature and our own data coding experiences. This coding scheme provides objective guidelines for characterizing mulitmodal parent-child interactions. The need for such guidelines is acute given the widespread use of this and other developmental measures to assess atypically developing populations. We conclude with a call for open discussion about the need for researchers to include a clear description of what qualifies as joint attention in publications pertaining to joint attention, as well as details about their coding. We provide instructions for using our coding scheme in the service of starting such a discussion
Recommended from our members
Parental use of multimodal cues in the initiation of joint attention as a function of child hearing status.
In the current study, we examine how hearing parents use multimodal cuing to establish joint attention with their hearing (N=9) or deaf (N=9) children during a free-play session. The deaf children were all candidates for cochlear implantation who had not yet been implanted, and each hearing child was age-matched to a deaf child. We coded parents' use of auditory, visual, and tactile cues, alone and in different combinations, during both successful and failed bids for children's attention. Although our findings revealed no clear quantitative differences in parents' use of multimodal cues as a function of child hearing status, secondary analyses revealed that hearing parents of deaf children used shorter utterances while initiating joint attention than did hearing parents of hearing children. Hearing parents of deaf children also touched their children twice as often throughout the play session than did hearing parents of hearing children. These findings demonstrate that parents differentially accommodate the specific needs of their hearing and deaf children in subtle ways to establish communicative intent
Recommended from our members
Hearing Parents’ Use of Auditory, Visual, and Tactile Cues as a Function of Child Hearing Status
Parent-child dyads in which the child is deaf but the parent is hearing present a unique opportunity to examine parents’ use of non-auditory cues, particularly vision and touch, to establish communicative intent. This study examines the multimodal communication patterns of hearing parents during a free play task with their hearing (N=9) or deaf (N=9) children. Specifically, we coded parents’ use of multimodal cues in the service of establishing joint attention with their children. Dyad types were compared for overall use of multimodal – auditory, visual, and tactile – attention-establishing cues, and for the overall number of successful and failed bids by a parent for a child’s attention. The relationship between multimodal behaviors on the part of the parent were tracked for whether they resulted in successful or failed initiation of joint attention. We focus our interpretation of the results on how hearing parents differentially accommodate their hearing and deaf children to engage them in joint attention. Findings can inform the development of recommendations for hearing parents of deaf children who are candidates for cochlear implantation regarding communication strategies to use prior to a child’s implantation. Moreover, these findings expand our understanding of how joint attention is established between parents and their preverbal children, regardless of children’s hearing status
Recommended from our members
Hearing Parents’ Use of Auditory, Visual, and Tactile Cues as a Function of Child Hearing Status
Parent-child dyads in which the child is deaf but the parent is hearing present a unique opportunity to examine parents’ use of non-auditory cues, particularly vision and touch, to establish communicative intent. This study examines the multimodal communication patterns of hearing parents during a free play task with their hearing (N=9) or deaf (N=9) children. Specifically, we coded parents’ use of multimodal cues in the service of establishing joint attention with their children. Dyad types were compared for overall use of multimodal – auditory, visual, and tactile – attention-establishing cues, and for the overall number of successful and failed bids by a parent for a child’s attention. The relationship between multimodal behaviors on the part of the parent were tracked for whether they resulted in successful or failed initiation of joint attention. We focus our interpretation of the results on how hearing parents differentially accommodate their hearing and deaf children to engage them in joint attention. Findings can inform the development of recommendations for hearing parents of deaf children who are candidates for cochlear implantation regarding communication strategies to use prior to a child’s implantation. Moreover, these findings expand our understanding of how joint attention is established between parents and their preverbal children, regardless of children’s hearing status