Maria D. Remine

Language Ability and Verbal and Nonverbal Executive Functioning in Deaf Students Communicating in Spoken English

The internal use of language during problem solving is considered to play a key role in executive functioning. This role provides a means for self-reflection and self-questioning during the formation of rules and plans and a capacity to control and monitor behavior during problem-solving activity. Given that increasingly sophisticated language is required for effective executive functioning as an individual matures, it is likely that students with poor language abilities will have difficulties performing complex problem-solving tasks. The aim of this study was to investigate the relationship between language ability and verbal and nonverbal executive functioning in a group of deaf students who communicate using spoken English, as measured by their performance on two standardized tests of executive function: the Delis-Kaplan Executive Function System (D-KEFS) 20 Questions Test and the D-KEFS Tower Test. Expressive language ability accounted for more than 40% of variability in performance on the D-KEFS 20 Questions Test. There was no significant relationship between language ability and performance on the D-KEFS Tower Test. There was no relationship between language ability and familiarity with the specific problem-solving strategies of both D-KEFS Tests. Implications of the findings are discussed.

Social Interactions of Preschoolers with and without Impaired Hearing in Integrated Kindergarten.

This study investigated the social competence of children with normal hearing (n = 10) and children with impaired hearing (n = 10) who attended an integrated preschool program for 4 to 5 year olds. The study compared the social interactions of the two groups of participants both in sociodramatic play and nonplay activities, their entry behaviors and relative success rates. Entry behaviors were associated both with the hearing status of participants and with the type of activity. The children with normal hearing were more likely initially to survey the group (particularly in sociodramatic play) and then to use behaviors that either oriented themselves to the groups activity or referenced the group to themselves. The children with normal hearing were more successful in gaining entry, particularly to nonplay activities.

Sensitivity in Interactions between Hearing Mothers and their Toddlers with Hearing Loss: The Effect of Cochlear Implantation

Abstract This study investigated the potential effects of cochlear implantation and age at implantation on maternal interactional sensitivity. Three groups of dyads were studied at two points over 1 year. The hearing aid (HA) group wore hearing aids throughout the study, the early cochlear-implanted (ECI) group were implanted prior to 22 months of age, and the later cochlear-implanted (LCI) group were implanted after 25 months of age. Using the Maternal Sensitivity Rating Scale, results showed that for all three groups overall maternal sensitivity and specific dimensions of sensitivity increased over time. There was no significant difference between the HA group and the combined cochlear implant group, however, the mothers of the children in the ECI group showed significant increases in maternal sensitivity when compared with the LCI group. The Maternal Sensitivity Rating Scale appears to be discriminatory over time, and between groups of items relating to the quality of interaction, contingency to the child, and maternal interactional strategies. The scale may prove to be a useful instrument for practitioners.

Assessing children with profound hearing loss and severe language delay: getting a broader picture.

Abstract Six children with profound hearing loss and severe language delay participated in this pilot study. Four of the children used a Nucleus multi-channel cochlear implant only, while two wore binaural hearing aids. All the children had been diagnosed at an early age, fitted with a sensory device soon after, had considerable device experience and had attended an auditory oral early intervention setting. All the children were identified as having slower-than-expected development of spoken language. The study identified a number of potentially contributory factors including: inconsistency of device use and low levels of functioning on conversational attentiveness, speech perception, speech intelligibility, pragmatics, social competence, behaviour and temperament.