Theory of Mind Interventions with Children Who are Deaf or Hard of Hearing
Abstract
To provide insight, this paper will explore the current research to improve awareness and understanding among Speech Language Pathologists (SLPs), Audiologists and other relative professionals to the Deaf/Hard of Hearing (D/HH) population of current research literature pertaining to intervention approaches for Theory of Mind (ToM) for children who are D/HH (Schick, de Villiers J., de Villiers, P., & Hoffmeister, 2002). Research in ToM development in children who are D/HH has been increasing and demonstrating correlation to language and literacy skill development (Beazley & Chilton, 2015). The greater the skills a child has of understanding self and others’ emotions, beliefs, desires, intents and knowledge, the greater the language and literacy skills he or she will have (Beazley & Chilton, 2015; Moeller, Ertmer, & Stoel-Gammon, 2016).