Facilitative Communication Strategies of Hearing Mothers with Their Children Who Are Deaf or Hard-of-Hearing

Autor/inn/en	Ahmad, Aznan Che; Brown, P. Margaret
Titel	Facilitative Communication Strategies of Hearing Mothers with Their Children Who Are Deaf or Hard-of-Hearing
Quelle	In: Deafness & Education International, 18 (2016) 2, S.58-66 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2016.1162385
Schlagwörter	Communication Strategies; Mothers; Deafness; Hearing Impairments; Early Intervention; Parent Child Relationship; Parent Attitudes; Experience; Questionnaires; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Mother; Mutter; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Erfahrung; Fragebogen; Ausland; Australien
Abstract	This study investigated how the type and duration of early intervention (EI) experience impacts hearing parents' views of the importance of different types of facilitative communication strategies when interacting with their children who are deaf or hard of hearing (D/HH). Sixteen mothers were involved in the study. Respondents were allocated to two groups: one group consisted of eight mothers of D/HH children who had been diagnosed within the last 18 months (Group N--new) and a second group which consisted of eight experienced mothers of D/HH children who had been diagnosed for longer than 24 months (Group E--experienced). Questionnaires were used to gather data relating to the value that the mothers placed on individual communication strategies. To complement these data, 3-minute mother-child play interactions were videotaped and analysed to investigate how individual mothers utilized the strategies with their children. Analysis revealed only minor differences related to time spent in EI and type of programme both in relation to parents' views of the value of certain strategies and their interactions with their child. The implications of the findings are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01