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Use of Signed Communication Among Parents of Cochlear-Implanted Children with Additional Disabilities

INTRODUCTION•An estimated 40% of children who are deaf or hard of hearing have additional disabilities (Gallaudet Research Institute, 2011).

•Increasing numbers of deaf children with additional disabilities have been receiving cochlear implants (CIs) (Edwards, Frost, & Witham, 2006).

•A greater percentage of deaf children with additional disabilities use signed communication, compared to deaf children without additional disabilities (Venail et al.,2010; Meinzen-Derr et al., 2010. )

•There has been little research on parent proficiency in sign language. Earlier studies report the challenges parents face in learning sign language (Hyde & Punch, 2011; Takala, Kuusela, & Takala, 2000).

•There is virtually no research on the types of communication situations or contexts in which parents use sign language with deaf children who have Cis.

RESEARCH QUESTIONS

METHOD RESULTS

References

1. Of parents who use sign language, what are parents’ self-assessment of their own sign language skills?

2. In which daily living situations do parents use sign language?

1. What are parents’ reasons for learning, or not learning sign language?

METHOD

RESULTS

PROCEDURE

•Participants recruited through online groups for parents of children with CIs.•Completed online questionnaires, including background information about child and family.•Questionnaire addressed the following:

•Sign language proficiency level of parent•Daily living situations in which sign language was used•Why sign language use was or was not chosen

SUMMARY OF FINDINGS

• Over half the parents surveyed (52%) reported using signed communication with their cochlear-implanted children who had additional disabilities. The majority of these parents considered their signing skills to be at a basic level.

•Many parents use manual signs across a variety of daily living situations as a “back up” communication system for when the child is not using the implant, cannot hear well due to background noise, or is having trouble understanding concepts or directions.

•The most common reason to learn sign language was to help parents communicate with their child (55%), while the most common reason to not learn sign language was to focus on auditory-oral/verbal skills (37%). However, parents indicated additional reasons for learning, not learning, or discontinuing learning sign language.

•Professionals working with families of cochlear-implanted children with additional needs should consider the utility of sign language for various daily living situations, but also be aware of the barriers that exist for parents who wish to develop sign language proficiency.

Type of Disability Number of children (N=38)

Autism 7

Developmental Delay 9

Motor impairment 3

Health Impairment 8

Visual Impairment 5

Multiple Disabilities 6

Child currently using CI

Frequency Percent(N=38)

Nearly always 36 95.7

Sometimes 1 2.6

Never 1 2.6

Child Communication Mode Frequency(N=38)

Percent (%)

Early communicative behaviors, e.g. crying, facial expressions, etc.

1 2.6

Above behaviors AND gestures/pointing (no sign language)

1 2.6

Combination of gestures, signs, and vocalizations

5 13.2

Combination of gestures, signs, and spoken words

2 5.3

Both sign language and spoken language

6 15.8

Spoken language only 19 50.0

Sign language only 2 5.3

Augmentative Communication mostly (PECS, communication board, technology)

2 5.3

Parent-to-Child Communication Mode Frequency(N=38)

Percent (%)

Sign language only 1 2.6

Spoken language only 18 39.5

Both signed and spoken language16 42.1

Augmentative communication with signs, spoken language, and/or gestures

3 7.9

Basic: I know a few signs that help me communicate with my child.Intermediate: I can converse in sign language with my child to ask her about her day, or tell her

about an upcoming event.Advanced: I can communicate complex ideas in sign language to another adult.Professional: I am or have been trained and employed as a sign language interpreter.

When Signs are Used Frequency * Percent (%)

Child not wearing CI 19 50

Loud background noise 10 26

To help child understand directions or concepts

10 26

All or almost all communication situations

5 13

Parent self-rating of Sign Language Proficiency

Sign Language Method Used

Why Parent Learned Sign Language

Frequency * Percent (%)

Helped me communicate with child 21 55

Professional advice 3 8

Wanted child to be involved in Deaf Community

6 16

Educational program uses sign 5 13

Knew sign prior to child’s birth 2 5

Why Parent Did NOT Learn, or Continue to Learn

Sign Language

Frequency* Percent (%)

Focus on auditory-verbal/oral skills 14 37

Professional advice 7 18

Did not have the time 3 8

No sign language teachers in area 2 5

Child stopped using sign 7 18

Parent achieved proficiency in sign 2 5

PARTICIPANTS

•38 parents (37 mothers, 1 father) from US and Canada•All participants English speakers and hearing•Children ages 3-18; 20 males, 18 females

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Deirdre Curle & Anat Zaidman-Zait The University of British Columbia & Tel-Aviv University #7039

*For these questionnaire items, parents were asked to select “all that apply”.

Edwards, L.C., Frost, R. & Witham, F. (2006). Developmental delay and outcomes in paediatric cochlear implantation: Implications for candidacy. International Journal of Pediatric Otorhinolaryngology, 70 (9), pp. 1593-1600.

Hyde, M., Punch, R. &Komesaroff, L.( 2010). A comparison of the anticipated benefits and received outcomes of pediatric cochlear implantation: parental perspectives. American Annals of the Deaf, 155 (3), 322-338.

Gallaudet Research Institute (April 2011). Regional and National Summary Report of Data from the 2009-10 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: GRI, Gallaudet University. Retrieved from

http://research.gallaudet.edu/Demographics/2010_National_Summary.pdf

Meinzen-Derr J, Wiley S, Grether S, Choo DI. (2010). Language performance in children with cochlear implants and additional disabilities. Laryngoscope, 120(2), 405-413.

Takala M, Kuusela J, Takala EP. (2000). "A good future for deaf children": A five-year sign language intervention project. . American Annals of the Deaf, 145(4), 366-374.

Venail F, et al. (2010). (2010). Educational and employment achievements in prelingually deaf children who receive cochlear implants. Archives of Otolaryngology Head and Neck Surgery, 136(4), 366-372.The authors have no relevant financial or nonfinancial relationships to disclose.