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Social Development of Deaf Children: Reading and Literacy. Blending Theory of the Mind (ToM) with Reading and Writing

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Dr. Lisalee D. Egbert

University of Texas at Arlington

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Dr. Li

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LaMarr & Egbert

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http://issuu.com/asdc/docs/asdcspringsummer13hires#download

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About me…

Deaf of Deaf

• Deaf does not equal hearing impaired
• Role models
• Language development
• High Expectations
• Leaders in the Community
• Special Needs Student

About me…

Certified Interpreter for the DHH

Reverse Interpreter

California Certified

Masters Degree

Special Education

Deaf and Hard of Hearing

Ph.D.

Literacy

Reading

Special Ed: DHH

Bilingualism

Professor: Deaf Studies

About me…

• MOM!!!!!
• Danica: ADHD (non-Deaf)
• Connor: Hard of Hearing, ADD
• Dale: OHI, Medical, ADHHHHHD, Emotional Disabled (non-Deaf)
• Kyle: Hard of Hearing
• All Invisible Needs
• Advocate
• Idiot

Theory of Mind

Theory of Mind (ToM) is a foundational skill related to understanding the thoughts, beliefs, and desires of oneself and others (Stanzione & Schick 2014).

Theory of Mind

Theory of Mind

Theory of Mind

Theory of Mind

Theory of Mind

Typically developing children acquire foundational ToM skills between the ages of 4 and 5 years, whereas moderate to profound delays have been shown in atypical groups,

such as children with autism (Baron-Cohen, Leslie, & Frith, 1985), children with specific language impairment (SLI; Bishop, 1997), and children who are deaf or hard-of-hearing (DHH1; Peterson & Siegal, 1995).

Theory of Mind

ToM and Deaf Children

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While most children acquire ToM between 3-5 years of age, Deaf children born to hearing parents often show a delay. This delay has been linked to fewer mental state conversations shared between Deaf children and their hearing parents (Lederberg, Schick & Spencer, 2013). In other words, when hearing parents and their Deaf children do not share an accessible language, sharing conversations critical for ToM development is difficult.

Theory of Mind

ToM and Deaf Adolescences

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The evidence that DHH children continue to develop ToM skills through adolescence and adulthood would

indicate that service providers need to expand

our concept of intervention being limited

to early childhood and into the adolescent

years (Stanzione & Schick 2014).

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Theory of Mind

ToM for Deaf Children must have 2 components!

* Language *

* Social Skills *

Theory of Mind

Why is ToM so important for social development?

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Theory of Mind

Why is ToM so important for social development?

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Awareness of others’ mental states such as beliefs and desires enables one to:

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Comprehend

Sympathize

Empathize

Even possibly predict another’s behavior

Theory of Mind: Pretend Play

What can you do?

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• Play with your child, especially in dramatic or pretend play
• Include play where objects are used differently than their primary use (e.g. a large cardboard box as a rocket ship; a indoor blanket fort as a castle).

Theory of Mind: Language

What can you do?

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• Communicate with your child, especially about mental states
• Share what you think, feel and believe and explain your reasoning
• If you have family rules and restrictions, don’t just enforce them, but explain why you have them and other options you child can take to not break them
• Use books and movies as a way to talk about others’ thoughts, feelings and beliefs (Why was the princess crying? How did Nemo feel when he was lost?)

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Theory of Mind: Peers & Siblings

What can you do?

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• Provide your child with many social opportunities with other children (join a play/support group; take your child to the park)
• Allow children to safely communicate through disagreements
• Set up play areas for dramatic and pretend play to take place (fun props!)

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Theory of Mind: Technology

What can you do?

• Use educational games (virtual and non-virtual games) that involve sharing feelings, beliefs and intentions
• When watching TV, ask your child about characters: “How do you think they feel?” “What do you think will happen next?” “If that happened to you, what would you do?”
• If you have a pet (or virtual pet), communicate with your child about the pet’s possible mental states (Why do dogs bark at mail deliverers? How do animals feel when your child goes to school?)

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Theory of Mind: BOOKS vs Technology

WARNING!!!

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Theory of Mind: BOOKS

What can you do?

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• Read it again! And Again! And Again andddddd

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This is critical for young kids!

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Theory of Mind: BOOKS

What can you do?

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• Key reading skills kids build when they read wordless books:
• Comprehension
• Print concepts (in English, we read top to bottom, left to right)
• Sequencing
• Inferring
• Predicting
• Vocabulary
• Stop before your turn the page and ask what will happen next.
• Let them read the book to you
• Ages: Birth to Five

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Theory of Mind: BOOKS

What can you do?

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• Read with your child/student until they are over 13 years old!
• Make it fun – not homework!
• Take turns reading

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Theory of Mind: BOOKS

What can you do when preteens and teens STOP reading?

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• Use comic books
• Graphic Novels (WARNING!!)
• Non-fiction
• Encyclopedia
• Dictionary (with and without pictures)
• Online books
• Books on tape with the book

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• Comprehension
• Print concepts (in English, we read top to bottom, left to right)
• Sequencing
• Inferring
• Predicting
• Vocabulary

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Theory of Mind: Making Connections

What can we do to make connections to text?

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* Talk about MANY experiences in the child’s past OFTEN

* how did the child or sibling feel

* how did the parent/teacher/other student feel

* Was the outcome good or bad? Why?

* Stop OFTEN while reading and make predictions about:

* Emotions

* Events (what will happen next)

* Connect personal experiences to the book

* Be careful of egocentrism

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Questions?

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http://deafchildren.org/

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ASDC Annual Literacy Conference

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See you next year!

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