Joint Attention and Social Competence in Deaf Children with Cochlear Implants |
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| Authors: | Susan L. Tasker Matilda E. Nowakowski Louis A. Schmidt |
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| Affiliation: | (1) Department of Psychology, Neuroscience & Behaviour, McMaster University, Hamilton, Ontario, L8S 4K1, Canada;(2) Department of Educational Psychology and Leadership Studies, University of Victoria, Victoria, British Columbia, V8T 2H2, Canada;; |
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| Abstract: | The authors examined the influence of cochlear implants on joint attention and social competence in severe to profoundly congenitally deaf toddlers. Twenty-seven hearing mothers and hearing toddlers (HH dyads), and 26 hearing mothers and deaf toddlers, 9 with cochlear implantation (HD-cochlear dyads), and 17 with no cochlear implantation (HD-no cochlear dyads) were observed engaging in joint attention. Mothers provided ratings of children’s social competence. HH and HD-cochlear dyads displayed more joint attention than HD-no cochlear dyads. Children who were in dyads who engaged in more joint attention were rated by their mothers as higher on expressive and compliance behaviors and lower on disruptive behaviors compared to children who were in dyads who engaged in lower levels of joint attention. Findings suggest that cochlear implants may aid in the early socio-emotional development of some deaf children. |
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