Schum R L
University of Iowa, Iowa City.
Ear Hear. 1991 Oct;12(5):320-7.
A cognitive developmental model for the social interaction and behavior of deaf children is proposed. This model takes into account reports of high-frequency behavioral and social problems manifested by deaf children. Emphasis is placed on the role of language in the development of social perceptions and interactions. Problems of social interaction are attributed to the delayed language development of some deaf children. Implications for intervention strategies are discussed.
