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Evidence-Based Practices in Deaf Education$
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Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 23 January 2022

The Development of Young Deaf and Hard-of-Hearing Children

The Development of Young Deaf and Hard-of-Hearing Children

A Closer Look at the Influence of the Caregiving Environment

Chapter:
(p.417) 18 The Development of Young Deaf and Hard-of-Hearing Children
Source:
Evidence-Based Practices in Deaf Education
Author(s):

Evelien Dirks

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190880545.003.0018

Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.

Keywords:   parent–child interaction, deaf, hard of hearing, language development, social-emotional development, executive functions, interventions

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