........
Abstract
The aim of the study was to explore patterns of communication between 22 children with cochlear implants (CI) and their parents, teachers and peers in natural interactions over a 2-year period.
The children, between 2 and 5 years old when implanted, had used the implant between 1 and 3.5 years at the end of the study. Analyses of videorecorded interactions showed that meaningful oral communication was more easily obtained in the home setting than in the preschool setting. Patterns in of communication between parent–child, content and complexity of dialogues, quality of peer interactions, communicative styles of adults, and the use of sign language in communication turned out to be important factors when explaining the result of the CI on the individual child’s development.The children with the best oral skills were also good signers.
Out of the 22 children, 10 receive their education in sign-language classes, mainly at the schools for the deaf. Eight children attend regular classes for hearing children supported by a personal assistant using sign language. When the data collection in the school study is terminated, the children will have used their implants for between 5 and 7.5 years. Thus, this study will give us more detailed information on the development of individual children with cochlear implants from a longitudinal perspective.
Analyses of the video recorded interactions showed that the children who had developed most oral language also had a well developed sign language. These children seemed to have an awareness of the function of language in communication and they were used to understand and be understood at home as well as in the preschool setting. When misunderstandings occurred, either because the children had not perceived the spoken words, or that the parents or teachers had not understood, the children tried to make repairs. They asked for repetitions or for more information, or they changed their own way of communicating to facilitate for the partner to establish a well functioning dialogue. Sign language in itself, however, was no guarantee for the development of spoken language. But children who had an insufficient command of sign language or whose sign-language development was discontinued also had very little or no spoken language. In three cases, we observed children who had very little sign language to begin with but, as their sign language increased, they also developed more spoken language.
The children in this study developed differently with their implants. There were no clear patterns registered regarding the effects of variables such as time for and cause of deafness, time with implant or age of operation, on the children’s ability to perceive and produce spoken language after 2 years of study.
But the group of children in this study is small and heterogenous and the conclusions of the results must be considered as tentative. Variables such as time for and cause of deafness, and time with implant or age of operation, are often used as important predictors of a successful effect on implant use (Miyamoto et al. 1993; Ganz et al. 1994; Walzman et al. 1994; 1995). But the results have not been unequivocal. According to Ganz et al. (1994), age when receiving the implant had a minor effect on the result concerning the prelingually deaf children.
The results of the present study indicate the importance of using a somewhat broader perspective on children’s development when discussing predictors of a successful result of the implant in terms of improving communicative skills.
Preisler, A., et.al. (2002). Psychosocial follow-up study of deaf preschool children using cochlear implants. Childcare, Health, & Development. 28-5. 403-418.