Monitoring deaf children s progress and language facilitating strategies by the parents with video interaction analysis. Guido Lichtert, PHD FCEI congress Bad Ischl, June 2014 guido.lichtert@med.kuleuven.be
Families as a powerful source Joyful communicative interactions are important o to develop a functional mother tongue o to become secure attached 2
Match and mismatch of hearing status Interaction style (Visual) attention Wedell-Monnig & Lumely (1980) Power,Wood,Wood & Macdougall (1990) Prendergast & McCollum (1996) Meadow-Orlans (1997) Pressman, Pipp-Siegel, Yoshinaga-Itano, & Deas (1999) Eddy (1999) Janjua, Woll & Kyle (2002) Lam & Kitamura (2010) Harris & Mohay (1977) Spencer & Gutfreund (1990) Swisher (1992) Koester, Karkowski & Traci (1998) Loots (2000) Spencer (2000) Spencer, Swisher & Waxman (2004) Lichtig et al. (2010) 3
Video feedback Useful in parental guidance (Bodner-Johnson & Sass Lehrer, 2003, Lichtert & van Wieringen, 2013) o o To explore supportive communication & language facilitating strategies To learn from success of mutual joyful communicative interactions Recommended by the Joint Committee on Infant Hearing (JCIH, 2007) o To measure progress on a regular basis 4
LisPaiD (Lichtert, 2004,2006) Standardized criterion referenced video observation battery Developed during and because of practice as well as developed with and because of science Criterion referenced norms o o Deaf children: 18, 24, 30 months Hearing children : 12, 18 months 5
Clinical based empirical research N = general N = k specific qualitative hermeneutic - interpretative quantitative empiric -analytic N = 1 concrete G.F.A. Lichtert (Ph.D.)
Video recording At fixed ages : every six months Standardized laboratory living room Professional equipment for realising: Split screen Picture in Picture 7
Theoretical Framework (Roth & Spekman 1984) COMMUNICATIVE INTENTION RANGE FORM CONTEXT ORGANIZATION OF DISCOURSE TURN TAKING TOPIC INITIATION MAINTENANCE TERMINATION BREAKDOWN AND REPAIR PRESUPPOSITION INFORMATIVENESS SOCIAL CONTEXT (communication partner, communication channels, Settings)
Two basic communicative Intentions Proto-imperative Protodeclarative
Eliciting task for proto-imperatives Insertion of the adult as a means to attaining objects or other goals (Bates, 1976; Bates, Camaioni & Volterra, 1979)
Eliciting task for proto-declaratives Use of an object as a means to obtaining attention from the adult (Bates, 1976; Bates, Camaioni & Volterra, 1979)
Exploring communicative utterances Name Communicative level score NI Non Imperative Non intentional 0 DG Deictic Gestual Non-symbolic 1 DV Deictic Vocal Non-symbolic 2 PL Proto-Language Proto-symbolic 3 CL Conventional Language Symbolic 4 Casby & Cumpata (1986) Lichtert, (2000)
% utterances Evolution proto-imperatives (N=1) 90 80 70 60 50 40 30 20 10 0-10 -20 Non-linguistic proto-linguistic linguistic NI G G-L V V-L RG RV CONV 18 mos 24 mos 30 mos G.F.A. Lichtert (Ph.D) 13
% utterances Proto-imperatives (30 mos, N=k) 80 70 Non-linguistic proto-linguistic linguistic 60 50 40 30 20 10 0 NI DG DV PL CL NNHS-D NHS-D HEARING G.F.A. Lichtert (Ph.D)
Theoretical framework (Roth & Spekman 1984) COMMUNICATIVE INTENTION RANGE FORM CONTEXT ORGANIZATION OF DISCOURSE TURN TAKING TOPIC INITIATION MAINTENANCE TERMINATION BREAKDOWN AND REPAIR PRESUPPOSITION INFORMATIVENESS SOCIAL CONTEXT (communication partner, communication channels, Settings)
Supportive communication Learning to look at the right place 16
f/turn Mutual gaze 0,6 0,5 0,4 0,3 F r (2,8) = 12.800, p = 0.002 0,2 0,1 0 HEARING NHS-D NNHS-D 18 mos 24 mos 30 mos G.F.A. Lichtert (Ph.D)
Supportive communication Linguistic control and dialogic reading 18
Minutes Time spent on picturebook reading (N=k) 12 10 8 6 4 2 0 Hearing NNHS-D NHS-D 18 months 24 months 30 months G.F.A. Lichtert (Ph.D) 19
Supportive communication Responsivity topic control recasting and expanding ANALYSES LANGUAGE SAMPLE : FARM TOY Name NAAM Date Birth CA DD/MM/YY 29-04-09 DD/MM/YY 15-11-03 MONTHS 65,00 nota's CHILD PARENT 0:29:24 U-correct U-not correct RECAST EXPANSION ANSW+ ANSW- D Hier zen wel meer diertjes dan bij Marten hé? maar waar moet tees? 1 1 dit is een hekje daar kan je een wei mee maken dan kan je de beestjes erin zetten maar hoe moet da dan? 1 1 gewoon Zo he? 1 1 ja of je mag daar een vierkantje van maken. Dat kan je ook doen he Zo 1 1 zo, kijk zo kan je met de vier hé? Doe eens dicht waar is een 1 1 deur dicht oh Ja zo, dan kan je daar diertjes in zetten. diertjes in zetten (imitatie) en als ze naar huis moeten moeten ze hier in de stal 1 1 Dat is een goed idee. maar de paardjes moeten hier in?? wei 1 1 Ja (lidwoord) Da moet hier in hé? 1 1 Oh oh oh, dat is het..wie is da e varken 1 (expressie van verbazing) 7 2 1 0 5 2 0 78 22 11 0 56 22 0 RS 89 78 RS begin 89 middle 82 einde #DEEL/0! Middelste twee minuten CHILD PARENT '0:39:00-0:40:00 U-correct U-not correct RECAST EXPANSION ANSW+ ANSW- D kijk he, at de boer he continuing move at de boer eten gaat halen hé. 1 1 ja dan moet 1 nu moeten..in de wij gaan slapen 1 1 Ammai nu weeral aanwijswoord wij gaan naar ketnet kijken Ok dan 1 (lacht) Als je klaar bent?? 1 1 nog vijf minuten. onvolledige uiting mee wa? 1 1 naar Ketnet kijken Mag da? Ja 1 1 hm En nu, gaan slapen 1 1 oeieioeieoei nu tandjes wassen? nee die hebben geen?tande 1 1 Nee kippen niet, schaapjes wel. maar die is aant slapen hé 1 1 Die is nog nie rechtgestaan Waar is mijn sno??? 1 1 het strooi moet terug weg (moeilijke verbinding str) 3 8 1 0 4 4 0 27 73 9 0 36 36 0 RS 82 72 RS begin 20
Coaching 21
Future Measuring pleasure Face reader Noldus Measuring synchrony Shamilla Radjasegarane 22
Many thanks to All parents, children and colleagues of the home guidance service Jonghelinckshof in Antwerp All researchers and students who worked on this project The organizers of this conference for inviting me And especially you for your kind attention. 23
If any comments or questions : guido.lichtert@med.kuleuven.be guido.lichtert@koca.be 24