Transition from pre-linguistic to linguistic communication in hearing-impaired infants.

This paper examines the development of the ability to signal intentionality in hearing-impaired infants. Four infants were monitored from the time aids were accepted and worn consistently until an expressive vocabulary of ten words was recorded. The focus of the study was the child's developing ability to coordinate attention to both a person and an object. Longitudinal video-taping allowed analysis of the stages and rate at which these infants achieved this pattern of attention. These infants were found to follow a sequence of steps similar to that reported in studies of hearing children. This finding and its possible implications for early identification of hearing impairment are discussed.