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ERIC Number: ED286297
Record Type: RIE
Publication Date: 1987-Apr
Pages: 39
Abstractor: N/A
Reference Count: N/A
Peer Social Behavior in Preschool Hearing Impaired Children: Comparisons and Models.
Jones, Cynthia L.; Davenport, James M.
As part of an effort to help preschool classroom teachers of the hearing impaired identify those children at risk in developing positive peer relationships, information was collected on 100 children with hearing impairments and 82 children with normal hearing. For hearing impaired subjects, data were collected on age, gender, age of onset of hearing loss, severity of loss, length of enrollment in current program, number of other group experiences, communicative program philosophy, time spent mainstreamed, and time spent freely interacting with other children. Hearing subjects were examined in terms of age, gender, number of group experiences, and number of older and younger siblings. In addition, for the hearing children, a language age was computed, using a combined auditory comprehension and verbal ability scale from the Preschool Language Scale. Peer social behavior was randomly sampled, with recordings made of frequency and level of social interactions, and frequency and levels of communicative initiations and responses. The observed frequencies and levels of social interactions of hearing impaired children were lower than the observed frequencies and levels of interactions of hearing subjects in all four age groups. Although hearing impaired subjects had lower levels of communicative initiations and responses, by age five or six, they had higher frequencies in both initiation and response categories than hearing subjects. Results suggested that the major differences between hearing and hearing impaired subjects were in communicative behavior rather than in social behavior. (CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).