2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| Theory of Mind Acquisition in Deaf and Hard of Hearing Children who use Listening and Spoken Language: Exploring Individual and Environmental Factors
Theory of Mind Acquisition in Deaf and Hard of Hearing Children who use Listening and Spoken Language: Exploring Individual and Environmental Factors
Theory of mind (ToM) serves an integral role in social and academic development during early childhood. Approximately 60 percent of deaf and hard of hearing (DHH) children do not acquire ToM by ages four or five (Tucci, 2016). As the number of diverse DHH children in the United States increases and their delay in ToM continues to expand, the amount of support for these children is limited due to a gap in research. The current study aimed to examine the association between executive functioning and ToM performance in current preschool-age DHH children who use listening and spoken language (N = 31). Further, the relation between working memory, executive functioning, and ToM performance based on family environment was analyzed via SPSS. Participants were assessed using the digit span subtest of the Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V; Wechsler, 2014), the Peabody Picture Vocabulary Test - Fifth Edition (PPVT-5; Dunn, 2019), the Behavior Rating Inventory of Executive Function - Preschool Version (BRIEF-P; Gioia et al., 2003), a modified version of the 5-Step ToM Scale (Wellman & Liu, 2004; Peters et al., 2021), and the Family Environment Scale (Moos & Moos, 2009). Results indicated that there were significant associations between executive functioning, working memory, and ToM. Variability within individual performance on receptive vocabulary, executive function, and working memory persists in the DHH preschool population, which may impact ToM development. Overall, family environment, as perceived by caregivers of the DHH children in the sample, was associated with ToM performance; however, different family environment profiles exhibited greater association than others. The mixed ToM outcomes in the DHH population suggest that there is a need for more information on the underlying mechanisms of ToM acquisition in populations at risk for delays (Peters et al., 2021). Educational and clinical implications will be explored.
- The participant will be able to define and assess executive function, receptive language, and theory of mind in DHH preschool children who use listening and spoken language.
- The participant will be able to identify the association between family environment, executive function, and theory of mind.
- The participant will be able to describe ways to reduce variation in the theory of mind outcomes of DHH children through improving quality of services.
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Presenters/Authors
Brynne Powell
(Primary Presenter), Teachers College, Columbia University, bp2628@tc.columbia.edu;
Brynne Powell is currently pursuing her PhD in deaf education at Teachers College, Columbia University. Prior to beginning her doctoral studies, she worked as a teacher of the deaf in both public school and OPTION school settings, mostly with preschool-age deaf and hard of hearing children and their families. Brynne received a master’s degree in deaf education from Smith College as well as a Master of Public Health degree from Loyola University Chicago, specializing in public policy and management. Her research interests include theory of mind and social emotional development in deaf and hard of hearing children, spoken language acquisition, caregiver involvement in education, and federal and state policy regarding deaf and hard of hearing education.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Elaine Smolen
(Co-Author), Teachers College, Columbia University, es3519@tc.columbia.edu;
Elaine Smolen, PhD, CED, LSLS Cert. AVEd, is a Visiting Assistant Professor in the Special Education: Deaf and Hard of Hearing program at Teachers College, Columbia University. Her research work centers around language and literacy development for young deaf and hard of hearing children who use listening and spoken language. Smolen received her PhD in deaf and hard of hearing education from Columbia as a National Leadership Consortium in Sensory Disabilities scholar. An experienced teacher of the deaf and certified Listening and Spoken Language Specialist, Smolen has served young children with hearing loss and their families as a head classroom teacher and in an itinerant role. She holds teaching certification in the areas of deaf education, elementary education, and English.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Maria Hartman
(Co-Author), Teachers College, Columbia University, mch33@columbia.edu;
Maria Hartman, PhD, is the Director of the Program for the Education of the Deaf and Hard of Hearing at Teachers College, Columbia University, where she teaches graduate level courses in language and literacy development as well as courses in assessment and teaching methods. Dr Hartman also supervises pre-service teachers in schools, clinics and agencies that serve deaf and hard of hearing children throughout the New York City area. At Teachers College, her research and publications focus on language and literacy development. Dr. Hartman is a NYS certified Teacher of the Deaf and Hard of Hearing with many years of classroom teaching experience.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Teachers College, Columbia University.
Nature: I am a senior lecturer and program director at TC.
Nonfinancial -
No relevant nonfinancial relationship exists.