Quantity and Quality of Parental Utterances and Responses to Children With Hearing Loss Prior to Cochlear Implant

Pumpki L. Su; Megan Y. Roberts

doi:10.1177/1053815119867286

Quantity and Quality of Parental Utterances and Responses to Children With Hearing Loss Prior to Cochlear Implant

Pumpki L. Su, Megan Y. Roberts^*

^*Corresponding author for this work

Communication Sciences and Disorders

Research output: Contribution to journal › Article › peer-review

12 Scopus citations

Abstract

This study investigated the extent to which parental language input to children with hearing loss (HL) prior to cochlear implant (CI) differs from input to children with typical hearing (TH). A 20-min parent–child interaction sample was collected for 13 parent–child dyads in the HL group and 17 dyads in the TH group during free play. Ten minutes were transcribed and were coded for four variables: (a) overall utterances, (b) high-quality utterances, (c) utterances in response to child communicative acts (i.e., overall responses), and (d) high-quality utterances in response to child communicative acts (i.e., high-quality responses). Differences were detected for both quantity and quality of parental language input across the two groups. Early language skills correlated with three out of the four parental variables in both groups. Post hoc analyses suggested that the lower rate of high-quality responses in parents of children with HL could be attributed to lower intelligibility of child communication.

Original language	English (US)
Pages (from-to)	366-387
Number of pages	22
Journal	Journal of Early Intervention
Volume	41
Issue number	4
DOIs	https://doi.org/10.1177/1053815119867286
State	Published - Dec 1 2019

Funding

The authors are grateful to the families who participated in this study and the research assistants who transcribed and coded the samples. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by NIH R03DC012639 to the final author and ASHA Student Preparing for Academic-Research Career (SPARC) Award to the first author. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Health or the American Speech-Language-Hearing Association.

Keywords

communication
hearing loss
language
parent–child interactions

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Developmental and Educational Psychology
Psychiatry and Mental health

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10.1177/1053815119867286

Cite this

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title = "Quantity and Quality of Parental Utterances and Responses to Children With Hearing Loss Prior to Cochlear Implant",

abstract = "This study investigated the extent to which parental language input to children with hearing loss (HL) prior to cochlear implant (CI) differs from input to children with typical hearing (TH). A 20-min parent–child interaction sample was collected for 13 parent–child dyads in the HL group and 17 dyads in the TH group during free play. Ten minutes were transcribed and were coded for four variables: (a) overall utterances, (b) high-quality utterances, (c) utterances in response to child communicative acts (i.e., overall responses), and (d) high-quality utterances in response to child communicative acts (i.e., high-quality responses). Differences were detected for both quantity and quality of parental language input across the two groups. Early language skills correlated with three out of the four parental variables in both groups. Post hoc analyses suggested that the lower rate of high-quality responses in parents of children with HL could be attributed to lower intelligibility of child communication.",

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note = "Funding Information: The authors are grateful to the families who participated in this study and the research assistants who transcribed and coded the samples. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by NIH R03DC012639 to the final author and ASHA Student Preparing for Academic-Research Career (SPARC) Award to the first author. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Health or the American Speech-Language-Hearing Association. Publisher Copyright: {\textcopyright} 2019 SAGE Publications.",

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N1 - Funding Information: The authors are grateful to the families who participated in this study and the research assistants who transcribed and coded the samples. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by NIH R03DC012639 to the final author and ASHA Student Preparing for Academic-Research Career (SPARC) Award to the first author. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Health or the American Speech-Language-Hearing Association. Publisher Copyright: © 2019 SAGE Publications.

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N2 - This study investigated the extent to which parental language input to children with hearing loss (HL) prior to cochlear implant (CI) differs from input to children with typical hearing (TH). A 20-min parent–child interaction sample was collected for 13 parent–child dyads in the HL group and 17 dyads in the TH group during free play. Ten minutes were transcribed and were coded for four variables: (a) overall utterances, (b) high-quality utterances, (c) utterances in response to child communicative acts (i.e., overall responses), and (d) high-quality utterances in response to child communicative acts (i.e., high-quality responses). Differences were detected for both quantity and quality of parental language input across the two groups. Early language skills correlated with three out of the four parental variables in both groups. Post hoc analyses suggested that the lower rate of high-quality responses in parents of children with HL could be attributed to lower intelligibility of child communication.

AB - This study investigated the extent to which parental language input to children with hearing loss (HL) prior to cochlear implant (CI) differs from input to children with typical hearing (TH). A 20-min parent–child interaction sample was collected for 13 parent–child dyads in the HL group and 17 dyads in the TH group during free play. Ten minutes were transcribed and were coded for four variables: (a) overall utterances, (b) high-quality utterances, (c) utterances in response to child communicative acts (i.e., overall responses), and (d) high-quality utterances in response to child communicative acts (i.e., high-quality responses). Differences were detected for both quantity and quality of parental language input across the two groups. Early language skills correlated with three out of the four parental variables in both groups. Post hoc analyses suggested that the lower rate of high-quality responses in parents of children with HL could be attributed to lower intelligibility of child communication.

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Quantity and Quality of Parental Utterances and Responses to Children With Hearing Loss Prior to Cochlear Implant

Abstract

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