Arnold D, Tremblay A
J Commun Disord. 1979 May;12(3):245-51. doi: 10.1016/0021-9924(79)90045-5.
Hearing and hearing-imparied children attending an integrated preschool were observed in a free-play situation. The principal objective was to discern how hearing and deaf children interacted and modified their communication skills as a function of hearing status. The data indicate that hearing children interact more frequently with other hearing children on several behavioral categories (approaches, vocalizations, social play, and physical contact). Although there was a tendency for deaf children to approach other deaf children more frequently than they approached hearing children, they showed no preferences for other interactions as a function of peers' hearing status. These findings are consistent with those of research on other exceptional children, such as the mentally retarded, in showing that, while hearing-impaired children showed no peer preference, they were least preferred by normal peers.
对在融合幼儿园就读的听力正常和听力受损儿童在自由玩耍情境下进行了观察。主要目的是了解听力正常儿童和失聪儿童如何互动，以及如何根据听力状况调整他们的沟通技巧。数据表明，在几个行为类别（接近、发声、社交游戏和身体接触）方面，听力正常的儿童与其他听力正常的儿童互动更为频繁。虽然失聪儿童有比接近听力正常儿童更频繁地接近其他失聪儿童的倾向，但他们在其他互动方面并未表现出根据同伴听力状况的偏好。这些发现与对其他特殊儿童（如智障儿童）的研究结果一致，表明虽然听力受损儿童没有同伴偏好，但他们最不被正常同伴所喜欢。
