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"Koester, Lynne Sanford"
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Nurturing language and learning : development of deaf and hard-of-hearing infants and toddlers
Using a developmental approach, this book combines a review of up-to-date data with theory and first-hand observations to provide guidelines for development of deaf and hard-of-hearing children (birth to age 3) and ways professionals and parents can best support their learning and language development.
eBook
Emotional Availability and Touch in Deaf and Hearing Dyads
IN RECENT YEARS, increasing attention has been given to the development of deaf children, though few studies have included Deaf parents. The present study examined emotional availability (EA) and functions of touch used by Deaf or hearing parents with hearing or deaf infants during free play. Sixty dyads representing four hearing status groups were observed when the infants were 18 months old. Comparisons among all four groups revealed significant differences in regard to parental sensitivity and child responsiveness, with hearing mothers with deaf infants tending to score lowest in the various subcategories of EA. Significant differences were also found forattentionaltouch andtotaltouch, with deaf mothers of deaf or hearing infants using both types of touch more than hearing mothers of deaf or hearing infants. The importance of support and interventions for hearing mothers with deaf infants is discussed.
Journal Article
Defining and Observing Social Signals in Deaf and Hearing Infants
Infant gaze, gestures, and affective expression have become generally accepted as indicators of the infant's efforts to initiate or resume interaction with a partner, particularly during moments when the mother may be temporarily unresponsive as shown experimentally in the maternal \"Still-Face\" situation. Previous studies comparing deaf and hearing infants using this paradigm have revealed diminished signalling by deaf infants with hearing mothers, when signals were defined by the typical indices mentioned above. This study compares results from both a microanalytic coding system (used with 59 dyads) and a more global examination of efforts by 20 deaf and 20 hearing infants to re-engage their deaf or hearing mothers. Emphasis is on the kinds of infant signals that often remain undocumented due to methodological constraints, but that may be recognized by the mother and elicit a delayed response from her when she is able to resume her normal interactive patterns. Results indicate that when these additional \"signal\" behaviors are considered (such as repetitive hand, arm, or foot movements, or behaviors previously prohibited by the mother), there are few overall differences in eliciting efforts by deaf and hearing infants.
Journal Article
Mother-Infant Hearing Status and Intuitive Parenting Behaviors During the First 18 Months
Infants enter the world prepared to learn about their environments and to become effective social partners, while most parents are equally prepared to support these early emergent skills. Through subtle, non-conscious behaviors, parents guide their infants in the regulation of emotions, language acquisition, and participation in social exchanges. For example, Deaf mothers modify their signed communication when it is directed to an infant, in much the same way that hearing adults vary their pitch and melodic contours when speaking to an infant. Both hearing and Deaf parents may also accommodate to an infant’s hearing status during play interactions in ways that facilitate the child’s attention to both the object and the social world. In the present study, such intuitive parenting behaviors were compared at infant ages 6, 9, 12, and 18 months, based on observations of Deaf and hearing mother-infant dyads.
Journal Article
Responses to Interactive Stress: Infants Who Are Deaf or Hearing
Nineteen infants who were deaf (D/H) and 19 infants who were hearing (H/H) were observed during face-to-face interactions with their hearing mothers. Infant behaviors were coded for repetitive physical activity and gaze aversion during two episodes of normal play which were interrupted by a \"still-face\" episode. Mothers' assessments of their infants as \"difficult\" or \"easy\" were derived from the Parenting Stress Index (Abidin, 1986). \"Difficult\" deaf infants displayed significantly more repetitive activity during the initial normal interaction and significantly more gaze aversion during the still-face episode, compared to \"easy\" deaf babies and both \"easy\" and \"difficult\" hearing babies. Implications of these findings are discussed in the context of parental perceptions of infant behaviors, and the importance of visual attention and nonverbal signals for the optimal development of infants who are deaf.
Journal Article
How Do Deaf and Hearing Mothers Regain Eye Contact When Their Infants Look Away?
The authors examine the effects that result when 9-month-old deaf and hearing infants break eye contact during face-to-face interactions with their deaf or hearing mothers. Of particular interest are mothers' responses when their infant looks away, and mothers' degree of success at regaining visual attention by using active bids in either the tactile, visual, or auditory modes. The authors also examine instances of maternal observing and waiting for the infant to reinitiate visual contact. For deaf infants, visual and tactile modalities are particularly important for communicating, interacting, and gaining information about their environment. While hearing parents have been shown to compensate intuitively for a deaf child's inability to perceive auditory cues (Koester, 1992, 1995), deaf parents may offer important insights into the use of other modalities to elicit and maintain a deaf infant's attention. Results of the study indicate a greater reliance among deaf mothers on visual strategies to regain infant attention, and a greater emphasis on vocalizations by hearing mothers, regardless of infant hearing status.
Journal Article