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| Interaction Process Analysis | 9 |
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| American Annals of the Deaf | 4 |
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Peer reviewedAntia, Shirin D.; Dittillo, Deborah A. – Journal of Children's Communication Development, 1998
This study examined the peer social behaviors of 38 deaf or hard of hearing (D/HH) and 44 hearing children (preschool through grade 1) during free play in small integrated groups. Videotapes were analyzed for peer interaction, play, peer initiations/child responses, and child initiations/peer responses. D/HH and hearing children showed similar…
Descriptors: Deafness, Early Childhood Education, Group Behavior, Interaction Process Analysis
Peer reviewedVandell, Deborah Lowe; George, Linda B. – Child Development, 1981
Dyadic free play of 32 preschool children (16 deaf and 16 hearing) was videotaped on two occasions; each child was observed once with a deaf partner, once with a hearing partner. Results are discussed in terms of the social interactions of hearing and deaf children, with particular attention to the characteristics of initiation attempts.…
Descriptors: Communication Problems, Communication Skills, Deafness, Interaction Process Analysis
Peer reviewedRodriguez, Maria Suarez; Lana, Esteban Torres – American Annals of the Deaf, 1996
Ten-minute video recordings of the dyadic interactions between seven deaf children (mean age 5.5 years) and their communication partners (either deaf or hearing) were analyzed. Findings are reported in terms of interaction variables (initiation, continuation, ending, and complexity) and communicative modalities (sign, actions, conventional…
Descriptors: Deafness, Interaction Process Analysis, Interpersonal Communication, Manual Communication
Peer reviewedNiver, Judith M.; Schery, Teris K. – American Annals of the Deaf, 1994
The amount and intelligibility of spoken language output were evaluated in 15 deaf children (ages 4 to 9 years) during 15 minutes of free play with either their mothers or a hearing peer. Results indicated that significantly more speech was produced during the children's interactions with their mothers. (Author/DB)
Descriptors: Children, Deafness, Interaction Process Analysis, Interpersonal Communication
Peer reviewedLevine, Linda M.; Antia, Shirin D. – Journal of Early Intervention, 1997
This study observed the social/cognitive play of 46 young children who were deaf or hard of hearing (D/HH). With D/HH partners, children engaged primarily in constructive play, but in groups that included both D/HH and hearing partners, they engaged most frequently in dramatic play. Results suggest that group play varies according to the hearing…
Descriptors: Deafness, Dramatic Play, Hearing Impairments, Interaction Process Analysis
Peer reviewedPendergrass, R. A.; Hodges, Marlis – American Annals of the Deaf, 1976
Descriptors: Deafness, Elementary Secondary Education, Exceptional Child Research, Hearing Impairments
Peer reviewedSpencer, Patricia; And Others – American Annals of the Deaf, 1994
Observations of interactions in a day care center serving deaf and hearing children focused on eight children (either deaf or hearing and with either deaf or hearing parents). Although deaf and hearing children interacted with those of other hearing status, there was a stronger tendency to initiate communication with same hearing status peers.…
Descriptors: Communication (Thought Transfer), Day Care Centers, Deafness, Interaction Process Analysis
Peer reviewedAntia, Shirin D.; Kreimeyer, Kathryn H. – Volta Review, 1996
This study compared effects of either a teacher-mediated social skills intervention or an integrated activities intervention on social interaction among young (ages four to six) children with and without hearing impairments. The social skills intervention successfully increased social interactions among deaf and hard-of-hearing children, but…
Descriptors: Deafness, Hearing Impairments, Inclusive Schools, Instructional Effectiveness
Guralnick, Michael J. – 1978
This collection of 11 articles focuses on integrating handicapped and nonhandicapped children in preschool programs. Article 1 presents arguments for preschool integration. Article 2 discusses research on peer interaction and mixed-age socialization. Article 3 advocates a behavior analysis and operant conditioning approach to studying and…
Descriptors: Classroom Research, Day Care, Deafness, Educational Environment
