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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Effectiveness of child-parent communication and intellectual development of deaf children

Khokhlova A. Yu., Ph.D. in Psychology, educational psychologist, Special (correctional) boarding school №65, Moscow, Russia, ehalina2@yahoo.com
Abstract
Article describes communication tools that deaf children's parents use and their effectiveness assessment in terms of effecting child's intellectual development. Two types of families participated in the study: with deaf and hearing parents. Assessment of child-parent communication tools was carried out by a questionnaire and an experimental situation of communication. IQ was measured by Kaufman Assessment Battery for Children (K-ABC). Study shows difficulties that hearing parents have in the process of communication with their deaf children, proving the need of educating parents about special tools of communication. As a result children 7—8 years old fall behind in the level of verbal intellect development compared to their hearing peers due to communication deficit in their families. Deaf children of deaf parents are performing significantly higher on verbal intellect tests administered in sign language than children in hearing families.

Keywords: cognitive development, deaf children, sign language, child-parent relationship

Column: Empirical Researches

For Reference

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