Question Two:

"Letís play!"

What social skills are important?


Antia, S. and Kreimeyer, K. (1996). Social interaction and acceptance of deaf or hard-of-hearing children
    and their peers: A comparison of social-skills and familiarity-based interventions. Volta Review,
    98, 157-180.

Oden, S. and Asher, S. (1977) Coaching children in social skills for friendship making. Child
    Development, 48, 495-506.

Summary of Findings:


Social skills required of hearing children are important for hearing impaired children as well. Communication influences the development of some skills, and thus intervention may be necessary for the hearing impaired child to fully develop these social skills. However many attributes of a socially competent child are within the reach of all children, given the exposure to a variety of peer situations during their early years. Language development does not need to be a prerequisite to social development but may develop concurrently. Teachers and parents should encourage all children to take turns, share, and offer support, even nonverbal, during social opportunities. Teaching young hearing-impaired children to recognize an invitation to play as well as to offer invitations themselves help these skills grow. Teacher modeling and prompting can increase the frequency of these behaviors in these children. (See answer to question #7) Praise from a teacher or parent goes a long way to increase the chances that these social skills will be practiced.

Additional References:

Guralnick, M. (1993) Developmentally appropriate practice in the assessment and intervention of
    childrenís peer relations. Topics in Early Childhood Special Education, 13, 344-371.

Pellegrini, A. and Glickman, C. (1990) Measuring kindergartnersí social competence. Young Children,
    May, 40-44.

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