Facilitative Communication Strategies of Hearing Mothers with Their Children Who are Deaf or Hard-of-Hearing

Abstract

This study investigated how the type and duration of early intervention (EI) experience impacts hearing parents’ views of the importance of different types of facilitative communication strategies when interacting with their children who are deaf or hard of hearing (D/HH). Sixteen mothers were involved in the study. Respondents were allocated to two groups: one group consisted of eight mothers of D/HH children who had been diagnosed within the last 18 months (Group N – new) and a second group which consisted of eight experienced mothers of D/HH children who had been diagnosed for longer than 24 months (Group E – experienced). Questionnaires were used to gather data relating to the value that the mothers placed on individual communication strategies. To complement these data, 3-minute mother–child play interactions were videotaped and analysed to investigate how individual mothers utilized the strategies with their children. Analysis revealed only minor differences related to time spent in EI and type of programme both in relation to parents’ views of the value of certain strategies and their interactions with their child. The implications of the findings are discussed.