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
[email protected]
Families as a powerful source
Joyful communicative interactions are important o to develop a functional mother tongue o to become secure attached
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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)
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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
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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
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Clinical based empirical research quantitative empiric -analytic N= general qualitative hermeneutic interpretative
N=k specific
N=1 concrete © G.F.A. Lichtert (Ph.D.)
Video recording
At fixed ages : every six months
Standardized
Professional equipment for realising:
‘ laboratory’ living room
Split screen Picture in Picture
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Theoretical Framework (Roth & Spekman 1984) COMMUNICATIVE INTENTION · RANGE · FORM
CONTEXT
ORGANIZATION OF DISCOURSE
PRESUPPOSITION
· TURN TAKING · TOPIC INITIATION MAINTENANCE TERMINATION · BREAKDOWN AND REPAIR
· 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
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Casby & Cumpata (1986) Lichtert, (2000)
Evolution proto-imperatives (N=1) 90
Non-linguistic
80
proto-linguistic
linguistic
70
% utterances
60 50 40 30
20 10 0 -10 NI
G
G-L
V
V-L
RG
-20 18 mos
© G.F.A. Lichtert (Ph.D)
24 mos
13
30 mos
RV
CONV
Proto-imperatives (30 mos, N=k) 80 Non-linguistic
70
proto-linguistic
linguistic
% utterances
60
50 40 30 20 10 0 NI
DG NNHS-D
© G.F.A. Lichtert (Ph.D)
DV NHS-D
PL HEARING
CL
Theoretical framework (Roth & Spekman 1984) COMMUNICATIVE INTENTION · RANGE · FORM
CONTEXT
ORGANIZATION OF DISCOURSE
PRESUPPOSITION
· TURN TAKING · TOPIC INITIATION MAINTENANCE TERMINATION · BREAKDOWN AND REPAIR
· INFORMATIVENESS · SOCIAL CONTEXT (communication partner, communication channels, Settings)
Supportive communication • Learning to look at the right place
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Mutual gaze 0,6 0,5
f/turn
0,4 0,3
Fr (2,8) = 12.800, p = 0.002
0,2 0,1 0
HEARING
NHS-D 18 mos
© G.F.A. Lichtert (Ph.D)
24 mos
NNHS-D 30 mos
Supportive communication • Linguistic control and dialogic reading
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Time spent on picturebook reading (N=k) 12 10
Minutes
8 6 4 2
0 Hearing 18 months
© G.F.A. Lichtert (Ph.D)
NNHS-D 24 months
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NHS-D 30 months
Supportive communication • Responsivity – topic control – recasting and expanding ANALYSES LANGUAGE SAMPLE : FARM TOY
Name Date Birth CA
0:29:24
CHILD U-correct U-not correct
PARENT RECAST
NAAM DD/MM/YY DD/MM/YY MONTHS
29-04-09 15-11-03 65,00
EXPANSION ANSW+
maar waar moet tees?
1
1
maar hoe moet da dan? Zo he?
1 1
1 1
Zo
1
waar is een diertjes in zetten (imitatie) en als ze naar huis moeten moeten ze hier in de stal maar de paardjes moeten hier in ?? wei Da moet hier in hé? e varken
ANSW-
D Hier zen wel meer diertjes dan bij Marten hé? dit is een hekje daar kan je een wei mee maken dan kan je de beestjes erin zetten gewoon ja of je mag daar een vierkantje van maken. Dat kan je ook doen he zo, kijk zo kan je met de vier hé? Doe eens dicht deur dicht … oh Ja zo, dan kan je daar diertjes in zetten.
1 1
1
1
1 1
Dat is een goed idee. Ja Oh oh oh, dat is het ..wie is da (expressie van verbazing)
1
1 1
1
7 78
2 22
RS
89
1 11
0 0
5 56
2 22
nota's
(lidwoord)
0 0
78
RS begin middle einde
89 82 #DEEL/0!
Middelste twee minuten '0:39:00 - 0:40:00
CHILD U-correct U-not correct
kijk he, at de boer he at de boer eten gaat halen hé. dan moet … nu moeten..in de wij gaan slapen
1 1 1
Ok dan Als je klaar bent…?? mee wa?
1 1 1
PARENT RECAST
EXPANSION ANSW+
ANSW-
D continuing move
Ja En nu , gaan slapen
1 1
nee die hebben geen ?tande maar die is aant slapen hé Waar is mijn sno ???
1
1
ja
1
Ammai nu weeral wij gaan naar ketnet kijken (lacht) nog vijf minuten. naar Ketnet kijken Mag da? hm oeieioeieoei nu tandjes wassen? Nee kippen niet, schaapjes wel. Die is nog nie rechtgestaan het strooi moet terug weg
1 1 1 1
1
1 1
1
1
3 27
8 73
1 9
RS
82
0 0
4 36
4 36
onvolledige uiting
(moeilijke verbinding str)
0 0
72
RS begin
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aanwijswoord
Coaching
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Future Measuring pleasure
Measuring synchrony
Face reader Noldus
Shamilla Radjasegarane
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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.
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If any comments or questions :
[email protected] [email protected]
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