Joint attention strategies used by a preschool educator who is deaf

Abstract

This exploratory study examined the attention-gaining and attention-regaining strategies used by a preschool educator who is Deaf during child-directed play. Four children (2 with typical hearing and 2 with severe-to-profound hearing loss) were videotaped interacting with the educator in two different play contexts. The educator used four different strategies to gain and to regain the children's attention: visual, visual using an American Sign Language (ASL) sign, tactile/ vibratory, and observing/waiting. Overall, tactile and visual strategies were used with the same frequency and occurred more often than either waiting or using an ASL sign to establish joint attention. With the exception of waiting, all strategies were equally successful at gaining or regaining the children's attention. The knowledge and experience of educators with hearing loss potentially provide important insights into enhancing the effectiveness of the communicative environment for preschool children with hearing loss. The implications of this line of inquiry include training for educators on the effective use of strategies to establish joint attention with preschool children with hearing loss. © 2006 Oxford University Press.