WEBVTT Kind: captions; language: undefined 00:00:00.000 --> 00:00:11.000 So you as you already heard I will talk today about Theory of mind in deaf children 00:00:11.000 --> 00:00:21.300 So just a brief introduction. Theory of mind (ToM) is the ability to understand and take into 00:00:21.300 --> 00:00:29.600 account own and other people's mental state such as intentions, emotions, beliefs or knowledge 00:00:29.600 --> 00:00:37.500 And it is being developed through early social interactions with children's caregivers 00:00:37.500 --> 00:00:48.800 And its development is also related to their caregivers early language input. Deaf children who are born to deaf parents, they have their natural 00:00:48.800 --> 00:00:56.300 language acquisition environment where they are born to parents who are native signers, so they acquire language in a natural way 00:00:56.300 --> 00:00:59.400 So their Theory of mind development is usually intact 00:00:59.400 --> 00:01:10.300 However deaf children who are born to hearing parents they have delays in Theory of mind development 00:01:10.300 --> 00:01:18.900 Possible explanation is that since their hearing impairment limits their access to speech 00:01:18.900 --> 00:01:29.000 sound and therefore to language that theory of mind may be delayed because of that 00:01:29.000 --> 00:01:39.300 Language and cognition are related to theory of mind both in typical and in atypical populations such as deaf children and language and cognition are 00:01:39.300 --> 00:01:47.600 usually delayed in deaf children but also in deafblind children with Usher syndrome 00:01:47.600 --> 00:01:56.300 However we don't have information about Theory of mind development when it comes to deafblind children with Usher syndrome 00:01:56.300 --> 00:01:59.000 But we can see that a lot of this skills are delayed both in deaf children 00:01:59.000 --> 00:02:10.300 and deafblind children 00:02:10.300 --> 00:02:19.100 So to close this developmental gap it is necessary to provide them with early access to sound and to language 00:02:19.100 --> 00:02:29.300 Which might happen through early implantation and early intervention 00:02:29.300 --> 00:02:38.300 To put this study in norwegian context since I am conducting the study here, it is important to say that deaf children are entitled to get free bilateral implantation before their first birthday 00:02:38.300 --> 00:02:48.400 And they are getting it in Rikshospitalet which is the only implantation centre in Norway 00:02:48.400 --> 00:02:55.400 Which means that they undergo the same procedure by the same team of people. Also we know that Norway 00:02:55.400 --> 00:02:59.850 is the country of high standard with a free healthcare system 00:02:59.850 --> 00:03:10.800 And also that we have highly standardized free education, so we might say that these children have good 00:03:10.800 --> 00:03:20.400 beginning and good aspect to have their potential fulfilled, also we can say that when it comes to 00:03:20.400 --> 00:03:27.700 early implantation that this criteria is satisfied when it comes to closing the developmental gap 00:03:27.700 --> 00:03:36.200 But what we are interested is the intervention part which we don't have enough information about here in Norway 00:03:36.200 --> 00:03:42.600 So what we aim to do is to compare Theory of mind language and cognitive skills which are in this case working memory and phonological skills 00:03:42.600 --> 00:03:50.600 In deaf children and deafblind children with Usher syndrome both fitted with cochlear implants 00:03:50.600 --> 00:03:59.600 to typical a developmental hearing children 00:03:59.600 --> 00:04:11.300 And we assume that we will find that deaf children and deafblind children have som delays 00:04:11.300 --> 00:04:20.000 However since we will include deaf children who are fitted early 00:04:20.000 --> 00:04:26.000 We assume when comparing to previous studies who have included lately implanted children that we will see that developmental gap is getting smaller 00:04:26.000 --> 00:04:35.300 We are also interested in the relationship between these three inn all three groups, and we expect to find that the relationship exists in all three groups. Furthermore we are interested in what kind of therapy properties 00:04:35.300 --> 00:04:41.200 are related to different levels of Theory of mind, language and cognitive skills in deaf children with cochlear implants 00:04:41.200 --> 00:04:51.000 However we don't have clear hypothesis there as we are using exploratory approach 00:04:51.000 --> 00:04:59.750 We will include three groups of participants, 6 to 12, cognitively intact, all Norwegian speakers 00:04:59.750 --> 00:05:13.500 So as I previously said deaf children, deafblind children with Usher syndrome both fitted with cochlear implants and controlgroup who will be typically developing hearing children 00:05:13.500 --> 00:05:22.700 We will run a number of tests for language, working memory, phonological skills and Theory of mind 00:05:22.700 --> 00:05:29.500 And we will also have a questionnaire to get information about the intervention they have been included in 00:05:29.500 --> 00:05:37.900 Before the age of six, and we are currently collecting the data and what we hope to provide in the end of this study is 00:05:37.900 --> 00:05:45.000 A certain guidelines for intervention for children with CI by taking into account different 00:05:45.000 --> 00:05:53.400 Intervention properties that are related to Theory of mind, language and cognitive skills.