Final exam Flashcards
5 components of language
Form:
Morphology
syntax
Phonology
Content:
semantics
Use: pragmatics
Factors affecting language acquisition
Other handicapping conditions Degree of loss Age of onset Cultural and linguistic diversity Early intervention Cochlear implant use
Other handicapping conditions other than hearing loss
40% of deaf people have OTHER disabilities like: Cognitive impairment ** most common** Learning disability Intellectual disability ADHD Visual impairment Cerebral Palsy Emotional disturbance
Predictors of our language development
greater hearing loss the greater the language delay is
Child’s ageHUGE predictor of how language development will be
Age of onsetHUGE predictor of how language development will be
Cognitive status
Often times(but not always) the greater the hearing loss the greater the languagedelay
3 key factors: increased client diversity, early intervention, availability of cochlear implants
3 key factors that greatly impact speech language
increased client diversity, early intervention, availability of cochlear implants
Cultural and linguistic diversity facts in language
- largest populations are white then Hispanic then African American then Asian American WHICH reflects the deaf communicatee also
- right now, are majority are still western European, but by 2050 various linguistic backgrounds in US will be up to 50%
- The number and impact of individuals from various linguistic and cultural backgrounds in the US are increasing.
The most common language spoken in homes of children with hearing loss, besides English, is Spanish.
Interpreter or appropriate referral may be required.
** clinical is NOT proficient in the patient native language it is best to hire interpreter or refer client to another clinician
language acquisition: Early intervention
The earlier deaf individuals get identified the better their prognosis is. BUT early identification for the deaf individuals is NOT a strong predictor for speech intelligibility.
Cochlear implant use in language acquisition
- 1990 FDA approved cochlear implant use in children
- age of implantation of 12 month’s is critical
- cochlear implant use results in spoken language development that surpasses what is typically seen with the use of power hearing aids
- Implanted before age 5, their potential for developing appropriate language skills Is good, but after they may have some difficulties.
- Spoken age of development is said to surpass individuals just using hearing aids if implanted before the age of 5.
Schemas
- Typical developing child has typical sequences of events and communication at dinner time, bath time and bet time,over time the child stores and remembers a body of knowledge and can anticipate what is going to happen next (called schema) about these events and forms.
- Children with impaired hearing often have limited schemas! 2 main reasons: Can not hear mom and dad AND miss out on learning opportunities
Early vocabulary in preschool children
HL identified BEFORE 6 months have a rate of vocab growth similar to normal hearing people
HL identified AFTER 6 months have significant delays in language acquisition rates
Language characteristics in school aged children with hL
Significantly better language outcomes for early identified school age children with lesser degrees of hearing loss
- lexical-semantic skills
- syntactic morphologic skills
- pragmatic skills
Lexical-Semantic Skills
varies depending on hearing impairment. Mildly to profoundly delayed, depends on age of onset. Reduced vocabulary and figurative language, more direct (wouldn’t understand its raining cats and dogs).
Syntactic-Morphologic Skills
more difficulty with overuse nouns and verbs, and omit functional words like pronouns, prepositions, axillary verbs. Stick to just basic forms, nouns and verbs. With nouns and verbs they use subject, verb, object form. Plateau in expressive, skills. Misuse morphological markers such as ed, “me goed store”.
Pragmatic skills
have difficulties with topic initiations, maintaining topics, turn taking, raping up a conversation. Research shows that there is a steady progression in their conversational skills as they get older.
Plateau in language acquisition
Very little growth in semantic and syntactic skills of children with severe hearing loss AFTER 12-13 years
BUT as professionals it would be wrong to assume that no language growth is possible after age 12
We can try:
- to see have no other handicap disabilities
- work on something you notice some improvement on
- look at patterns to see if there can be some development
preliteracy and literacy issues
- low reading and writing proficiency skills for children HL have been related to limited oral language skills
- poor phonological awareness (being able to manipulate sounds or words, blend sounds, decoding, rhyming)
- Literacy issues can be a possible sign of dyslexia.
- children with HL don’t have as much literacy exposure as their hearing peers
Treatment goals for language development for deaf childre include the followingL
- Focused on a lot of parent-child communication, important to have parents be in therapy sessions.
- Understanding of increasingly complex concepts and discourse
- Acquisition of lexical and world knowledge
- Development of verbal reasoning skills as a foundation for literacy attainment
- Enhanced self-expression and acquisition of pragmatic, syntactic, and semantic language rules
- Development of spoken, written, and/or signed narrative skills
Typically a lot of what goals will enhance, but depends a lot on child, modify according to client.
Tradition formants in language intervention
- Drill and practice
2. Working in their natural environment
Drill and Practice Formant
For elementary and upper age kids
- may be boring for children not in school.
- do not allow children time for social interaction
- do not teach how to hold or maintain a conversation.
Working in natural environment formant
Forms, functions or structures in everyday contexts.
- Gives them a reason to communicate.
- Language facilitation of everyday events is open to all children regardless of spoken or signed language.
- Important for children, parents or teachers to facilitate, rather than just teach or drill.
- Adults can learn to facilitate.
- True conversation is characterized by contingent, shared topics and mutual topics.
- Parents tend to over narratee, learn to give child opportunity to communicate to.
Strategies for developing conversational skills
- Recasting: Adult is commenting on the Childs attempt of semantics utterances. Adult will recast utterance but with appropriate form or structure
EX: Daddy eated cookie DAD says: Yes daddy ate the cookie. NOT MAKE CHILD REPEAT - ## Developing Schema: Provide intentional schemes; if going to the doctor parents read a book on what will happen as the doctor with details. PUPUSEFULLY plan events that will happen in life.
Preliteracy and literacy activities
** Individuals that have hearing impairment should still have labels, be read to, given opportunities to draw.
Just cause they have a hearing impairment doesn’t mean you don’t have to do these activities with them.
- words on labels or common signs can be pointed out
- story reading and retelling
- draw pictures
- trace letters
- watch their stories be written down by parents
Bilingual education for children who are deaf
- Bilingual-bicultural approach to communicating with education of deaf children
- ASL would be used for academic instruction AND interpersonal communication in the classroom
- english skills would be taught through written language with explanations given using ASL
Speech characteristic of individuals with postlingual profound HL
(1) decreased vowel space due to centralization of the first two formants
(2) inaccurate production of /s/ and /sh/
(3) similar voice onset time values for voiced and voiceless plosives
(4) substitution of /r/ with /w/
(5) tendency to omit consonants in the final position of words.
Speech management for individuals with severe to profound HL
Speech training needs to be as meaningful as possible
Speech targets should appear in words that a child would learn about in natural contexts.
approaches may enhance speech training in individuals with hearing loss:
(1) early and consistent use of devices to provide optimal use of residual hearing
(2) anatomic and pictorial monitoring
(3) visual cues
(4) use of complex feedback aids or devices
The hanen program
Company created in Canada to educate parents on how to facilitate communication with their children
Tool needed to hold parents workshops on how to facilitate communication
AAA:
Allow: take lead on what they want to talk about
Adapt: adapt your language to what child is doing
Add: adding to what a child produces
The hanen program: Allow
Allow the child to lead by:
Observing
Waiting
Listening
The hanen program: Adapt
Adapt to share in the activity by:
- being face to face (sit with the child on the floor)
- let the child know you are listening (BY imitating, interpreting, commnetingo n what you are doing and what they are doing
- using verbal or non verbal signals as well as appropriate questions to keep the conversation going (Appropriate because cultures and different, some things are appropriate and others are not. Putting hand on shoulder is fine, but never touch their face and turn it.)
- creating high interest activities
The hanen program: Add
- Imitating and adding a new word or action (child’s says ball and you say play ball or bounce ball, to modify and model language)
- Interpreting the child’s non-verbal message
- Expanding on the topic
- Highlighting information by
- Emphasizing key words
- Using gestures
- Providing repetition
Hard of hearing:
having a mild, moderate, or severe hearing loss with some ability to understand speech with the use of hearing aids or other amplification.
Deaf
individuals that have a bilateral profound hearing loss where even with powerful hearing aids, speech generally is not perceived (no benefit) in auditory-only perceptual situations.
HL affect on self perception
Internalize their actions and allow other attitudes define who they are.
EX: if someone sees them as capable then they will believe they are capable. (and vise versa)
They are at risk are developing poor self perception of themselves. Society does not fully accept the HL or Deaf community.
Self-perception is learned by absorbing the input, feedback, and reactions from those around us.
Children with a hearing loss are typically:
Less socially accepted
Have lower self-esteem
Different than others(know they are different than others)
How to help:acknowledge that they aredifferent. It would be a disservice to dismiss society ignorement and bad views. We should not let society define them by knowing they are different and need certain things like the hearing aids.
HL affect on emotional development
Language is used to describe ,interpret and understand their own emotions. Without language they struggle/ have a delay on the understanding of their emotions and the emotions of others.
They miss out on overhearing their family talk about the emotions and how handle them .
Children with hearing loss are less accurate at identifying person’s emotional state.
HL affect on Family (concerns)
90% of children with hearing loss are born into families with normal-hearing parents. They have little to no experience with HL; diagnoses of HL is very devastating for them.
Parents often experience emotional reactions consistent with the stages or phases of the “grief cycle”.
Grief cycle:
Shock: Something that was not expected
Denial: Diagnosis does not match what they wanted for their child
Depressed: Helpless and depressed but they start thinking about the child’s future life which gets them started on how to work with it.
Acceptance: Move on to work on it or ignore it
Poor and limited communication results in poor social competence, which includes these skills:
Capacity to think independently
Capacity for self-direction and self-control
Understanding the feelings, motivations, and needs of self and others
Flexibility
Ability to tolerate frustration
Ability to rely on and be relied on by others
Maintaining healthy relationships with others
Social competence for adolescents
- Peer relationships take paramount importance for teens, yet these relationships may be strained when hearing loss is involved.
- For teens with hearing loss, they have a desire to reject amplification for the sake of conformity. This desire may also represent a struggle to accept oneself as a person with a disability. Overall, it is agreed that “during adolescence, being different is generally not valued.”
- Professionals who serve adolescents face the challenge of helping with the here and now issues of self-identify, as well as concerns of the imminent future
- Self-consciousness and mood swings increases and they feel overwhelmed with the emotionas they do not know how to communicate; making this much harder for deaf children.
- Mothers say that children with HL children are less bonded to their friends. But when they have a friend with HL also then they feel less alone.
Acquiring a HL
- Most individuals acquire some degree of hearing loss as part of the aging process.
- Occasionally, adults also acquire hearing loss as a side effect of some medications or as a result of head injury or noise exposure.
- Adults also experience psychological, emotional, and the previous social effects described with respect to children.
Adult Self-Perception
- usually wait 7 yrs form the time they first noticed hearing problems
- usually go because a family member is making them
- like to place fault on other (they speak to quietly, they are mumbling etc)
- only about 20% of the population who would benefit from the use of a hearing aid actually obtain and use them. WHY? denial, cosmetics and costs
