What happens during early parent-child interaction for deaf children?

该项目将考虑正常发育儿童和失聪婴儿在行为互动（手势、眼神交流等）和神经相关方面的差异。基本的互动技能在婴儿期发展，可以影响未来的语言发展。这些早期的沟通技巧可以通过亲子互动来发展。听力正常的父母用语言或声音线索（如喘息）回应婴儿，而手语失聪的父母可能会用触觉策略在互动过程中表示兴趣（Kelly et al., 2020）。与父母听力正常的正常婴儿相比，父母听力正常的失聪婴儿在早期沟通方面存在显著的延迟风险。一般认为，聋人父母的聋儿患病风险较低，因为许多聋人父母会本能地调整他们的交流方式，以帮助聋儿。然而，对于后一种相对罕见的婴儿群体是如何学习交流的，我们知之甚少。探索这一点不仅本身就很有趣，而且有可能帮助我们更普遍地支持失聪婴儿。结果可能会影响如何提供治疗以及如何将聋儿作为临床人群进行治疗。本项目将分为三个部分：第一部分考虑聋儿和听障儿童在亲子互动中的行为观察。聋儿又可以进一步分为父母也是聋人的儿童和父母是听力正常的儿童。这个项目将通过观察父母或婴儿在凝视、面部表情、发声、动作、手势等方面的差异来探索一系列的沟通技巧。第2部分使用脑电图分析了亲子互动过程中潜在的神经关联。第3部分（取决于研究1和2的结果，时间和资源）将使用治疗干预来研究失聪和听力正常的儿童对不同技术的反应。这可能会影响未来的临床决策，当决定什么方法是最好的聋儿。我是一名合格的言语和语言治疗师，因此接受过上述治疗的培训。方法：样本组包括：-失聪儿童家长-失聪婴儿-听力正常儿童家长-听力正常婴儿。研究1：观察父母和孩子在一个中立的地方用一系列符合年龄的玩具进行互动。研究人员将记录各种互动，如眼神交流、触摸、共同注意以及父母和孩子可能使用的吸引对方的方式。EEG可同时用于第2部分，以观察交互过程中潜在的神经活动。第三部分将涉及使用适合年龄的语言评估，如TALC 1、德比郡语言计划和治疗技术，以考虑孩子的语言，并比较不同小组在任务中的表现。

This project will consider differences in behavioural interaction (gesture, eye contact etc.) and neural correlates between typically-developing children and deaf infants.Essential interaction skills develop during infancy that can affect future language development. These early communication skills can develop through parent-child interaction. Hearing parents respond to their infants using speech or vocal cues (e.g. gasps) whereas signing deaf parents may use tactile strategies to indicate interest during interaction (Kelly et al., 2020).Compared to hearing infants with hearing parents, deaf infants with hearing parents are at significant risk of delay in early communication. Deaf infants with deaf parents are generally thought to be at less risk since many deaf parents intuitively adapt the way they communicate in ways that are helpful for deaf infants. However, relatively little is known about how this latter, relatively rare, group of infants learn to communicate. Exploring this is not only interesting in its own right, it has the potential to help us support deaf infants more generally. Results may affect how therapy is delivered and how deaf children are treated as a clinical population.This project will have 3 parts:Part 1 considers behavioural observations during parent-child interaction for both deaf and hearing children. The deaf children can be further divided into children whose parents are also deaf, and children with hearing parents. This project will explore a range of communicative skills on the part of the parent or infant by looking at differences in gaze, facial expression, vocalisation, action, gesture.Part 2 considers the underlying neural correlates during parent-child interaction using EEG.Part 3 (depending on the outcomes of study 1 and 2, time and resources) will use therapy interventions to research how deaf and hearing children respond to different techniques. This could influence future clinical decisions when deciding what approach is best for deaf children. I am a qualified Speech and Language Therapist and therefore trained to carry out said therapy.Methods: Sample groups to include: - parents of deaf children - Deaf infants - Parents of normal hearing children - Normal hearing infants.Study 1: Parent and child will be observed interacting in a neutral location with a range of consistent age-appropriate toys. Researchers will make notes of various interactions such as eye contact, touch, joint attention as well as the ways both parent and child may use to engage the other. EEG may be used simultaneously for part 2 to observe underlying neural activity during the interaction.Part 3 will involve using age-appropriate language assessments e.g. TALC 1, Derbyshire Language Scheme, and therapy techniques to consider the child's language and compare how different groups perform on the tasks.