15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
| - | 7 - Family Perspectives and Support
Parents and Pragmatics: A Resource to Support Social Emotional Development for Children who are Deaf or Hard of Hearing
Pragmatics, or the social use of language, is a skill learned early in life by most typically developing children. According to the American Speech-Language-Hearing Association (ASHA), pragmatics involves competence in language and communication skills, such as greeting, informing, requesting, changing language depending upon the relationship with the listener, and following conversational and storytelling rules such as taking turns. Furthermore, age-appropriate social/emotional development of preschool children is indicated as a priority in many state-level Early Childhood Common Core Standards in preparation for kindergarten readiness. Pragmatic skills among children entering into the mainstream kindergarten setting, according to the Common Core Standards, includes a development of self-awareness, positive self-esteem, and social skills that promote positive interactions with others. Children who are deaf or hard of hearing (DHH) and who use listening and spoken language frequently enter mainstream educational settings. In fact, approximately 87% of children who are DHH spend at least some portion of their educational day in general education classrooms. The role of parents in facilitating age-appropriate pragmatic skills across environments during the preschool years is substantial. However, parents must have access to supports and information that can facilitate effective pragmatic skill development within their daily routines. This presentation will discuss strategies and techniques that parents can implement in everyday routines and activities. In addition, participants will be introduced to a Parent Resource and Activities packet, available free of charge. This packet will provide descriptions of targeted pragmatics skills, examples of activities that parents can implement at home, and template of activities to promote positive pragmatic interactions.
- Participants will describe age-appropriate pragmatics development in young children and the potential challenges faced by children who are deaf or hard of hearing.
- Participants will discuss strategies and suggestions for parents to support pragmatics development in children who are deaf or hard of hearing within daily routines.
- Participants will be introduced to a Parent Resource and Activities packet, available free of charge. This packet will provide descriptions of targeted pragmatics skills, examples of activities that parents can implement at home, and templates of activities to promote positive pragmatic interactions.
Presentation:
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Handouts:
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CART:
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Presenters/Authors
Leia Miller
(Primary Presenter), Utah State University, leia.miller56@gmail.com;
Leia is a graduate student at Utah State University studying Deaf Education with a Listening and Spoken Language emphasis. Her primary interests include social/emotional development and peer interactions among children who are DHH and have typical hearing.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lauri Nelson
(Co-Presenter), Utah State University, lauri.nelson@usu.edu;
Lauri Nelson is an Associate Professor in the Department of Communicative Disorders and Deaf Education in the Listening and Spoken Language Deaf Education program at Utah State University. She has a dual background in both clinical audiology and LSL deaf education and currently directs the LSL deaf education graduate training program at Utah State University.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Nicole Martin
(Co-Presenter), Sound Beginnings at Utah State University, Nicole.Martin@usu.edu;
Nicole Martin is the Director of Sound Beginnings at Utah State University. She is also a clinical supervisor for students enrolled in the Listening and Spoken Language Graduate Studies program at Utah State University. She is certified in both speech-language pathology and special education with listening and spoken language emphasis.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.