much of this variability is unpredictable based on current knowledge
( Fryauf-Bertschy, Tyler, Kelsay, Gantz, & Woodworth, 1997; Osberger,
Robbins, Todd, & Riley, 1994). In short, Maggie's amazing progress in spo-
ken language skills after implantation cannot be called typical. Her prog-
ress calls into question, however, suggestions in the cochlear implant
literature that use of signing postimplant will interfere with development
of auditory and speech skills (e.g., Clark, Cowan, & Dowell, 1997; Geers &
Moog, 1994).

This case study provides a picture of a deaf child whose rate of social, cog-
nitive, and linguistic development during the first several years of life is
consistent with general expectations for hearing children and deaf chil-
dren whose parents are deaf. The fact that her parents are hearing and had
never signed before she was diagnosed as deaf is a reminder that it is quite
possible for hearing parents to competently support the development of
young deaf children. The experiences of Maggie's parents demonstrate
that families bring many strengths to the raising of their children (deaf or
hearing). Interventionists can best support families by identifying and rein-
forcing those strengths while providing information that they can use
when they make decisions for their child.

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