Martina Curtin1,2, Evelien Dirks3,4, Madeline Cruice2, Rosalind Herman2, Lauren Newman5, Lucy Rodgers6, Gary Morgan2. 1. Speech and Language Therapy (Paediatrics, Community), Homerton University Hospital NHS Foundation Trust, London E9 6SR, UK. 2. Language and Communication Science Division, University of London, London EC1 0HB, UK. 3. Dutch Foundation for the Deaf and Hard of Hearing Child, 1073 GX Amsterdam, The Netherlands. 4. Department of Psychology, Utrecht University, 3584 CH Utrecht, The Netherlands. 5. Barts Health NHS Trust, London E1 2ES, UK. 6. Sussex Community NHS Foundation Trust, Brighton BN2 3EW, UK.
Abstract
BACKGROUND: Despite early identification and advancements in cochlear implant and hearing aid technology, delays in language skills in deaf children continue to exist. Good-quality parent-child interaction (PCI) is a key predictor for the successful development of deaf children's signed and/or spoken language. Though professionals have standard assessments to monitor child language, a clinical tool to observe the quality of parental interaction is yet to be developed. AIMS AND METHODS: This systematic review with narrative synthesis aims to uncover which parent behaviours are assessed in PCI studies with deaf infants aged 0-3 years, how these behaviours are assessed, and which are correlated with higher scores in child language. RESULTS: Sixty-one papers were included, spanning 40 years of research. Research included in the review assessed parents' skills in gaining attention, joint engagement, emotional sensitivity, and language input. PCI was mostly assessed using coding systems and frame-by-frame video analysis. Some of the parent behaviours mentioned previously are associated with more words produced by deaf children. CONCLUSION: The results of the review provide the evidence base required to develop the content of a future clinical assessment tool for parent-child interaction in deafness.
BACKGROUND: Despite early identification and advancements in cochlear implant and hearing aid technology, delays in language skills in deaf children continue to exist. Good-quality parent-child interaction (PCI) is a key predictor for the successful development of deaf children's signed and/or spoken language. Though professionals have standard assessments to monitor child language, a clinical tool to observe the quality of parental interaction is yet to be developed. AIMS AND METHODS: This systematic review with narrative synthesis aims to uncover which parent behaviours are assessed in PCI studies with deaf infants aged 0-3 years, how these behaviours are assessed, and which are correlated with higher scores in child language. RESULTS: Sixty-one papers were included, spanning 40 years of research. Research included in the review assessed parents' skills in gaining attention, joint engagement, emotional sensitivity, and language input. PCI was mostly assessed using coding systems and frame-by-frame video analysis. Some of the parent behaviours mentioned previously are associated with more words produced by deaf children. CONCLUSION: The results of the review provide the evidence base required to develop the content of a future clinical assessment tool for parent-child interaction in deafness.
Entities:
Keywords:
assessment; clinical research; deaf; early interaction; parent–child interaction; speech and language therapy