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Hearing child dyads scored higher on joint attention during unstructured tasks, especially in their home environment. Hearing child dyads displayed similar joint attention to deaf toddler dyads when they engaged in a semi-structured task, but higher on these measures during unstructured free play. Unlike hearing children, joint attention was differentially related to social competence in deaf children, with relatively higher versus lower social competence depending on relatively high versus low observed joint attention, respectively.<\/jats:p>","DOI":"10.1111\/cdev.13474","type":"journal-article","created":{"date-parts":[[2020,12,16]],"date-time":"2020-12-16T03:51:44Z","timestamp":1608090704000},"page":"1388-1402","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":12,"title":["Differences in Established Joint Attention in Hearing-Hearing and Hearing-Deaf Mother-Child Dyads: Associations With Social Competence, Settings, and Tasks"],"prefix":"10.1093","volume":"92","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1996-6895","authenticated-orcid":false,"given":"Taigan L","family":"MacGowan","sequence":"first","affiliation":[{"name":"McMaster University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Susan 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