title: Effects of parental style of interaction on language development in very young severe and profound deaf children.
abstract: OBJECTIVE
  (1) To study the influence of different styles of parent-child interaction in the language development of very young deaf children. (2) To find out if there are differences in parent-child interaction between two groups of very young deaf children following an Aural/Oral or a Bilingual approach to education.
  
  
  METHODS
  Subjects were selected from all deaf children in the County of Avon who were under 3 years of age at the time of first assessment, had severe or profound, bilateral, sensorineural hearing loss and no associated medical problems. There were 16 children and families at the start of the project but only 13 completed all the assessments. The Bristol Language Developmental Scales (BLADES) was used to assess both sign and spoken language development. Interaction was studied through analysis of contingency and book-reading applied to selected periods of 3 min from four videorecorded sessions, taken at 3 months intervals for a period of 1 year.
  
  
  RESULTS
  From the 13 children studied, only seven presented with some degree of expressive language measurable by the BLADES. Analysis of contingency showed that parents present with higher percentage of both Direct Related Acts and ON then their children Acts (On Acts: where both individuals are involved in the same task). Regarding bookreading, it was observed that parents often attend to child initiatives and acknowledge most of them but they make little effort to expand or use the child's message as topic for further conversation. In the reduced sample of seven children with expressive language, those with better language development had parents with: (a) higher percentage of DR acts; (b) higher percentage of ON acts; (c) higher percentage of appropriate responses to child communicative initiatives.
  
  
  CONCLUSIONS
  In this small group language development seems to be facilitated by encouraging child participation and using a more contingent and child centred interaction. No significant differences were found between oral and bilingual families in terms of quality of interaction.
authors.affiliation: Child Development Centre, Addenbrookes's University Hospital, Hills Road, CB2 2QQ, Cambridge, UK. fatima.janjua@lifespan-tr.anglox.nhs.uk
authors.forename: Fatima
authors.initials: F
authors.lastname: Janjua
authors.forename: Bencie
authors.initials: B
authors.lastname: Woll
authors.forename: Jim
authors.initials: J
authors.lastname: Kyle
mesh_terms: D002675:Child, Preschool; D003638:Deafness / Q000150:complications / Q000523:psychology*; D005260:Female; D006319:Hearing Loss, Sensorineural / Q000150:complications / Q000523:psychology; D006801:Humans; D007223:Infant; D007804:Language Development; D007805:Language Development Disorders / Q000209:etiology; D007807:Language Tests; D008297:Male; D019303:Multilingualism; D010287:Parent-Child Relations