Lecture 8- Intro to Educational Audiology

Question 1

What skills should students acquire by high school?

Answer 1

• Follow directions
• Skim reading selections
• Recall info on demand
• Meet deadlines
• Take notes during presentations
• Plan and execute projects
• Participate in discussions
• Make logical deductions

Question 2

What are typical developments of language skills?

Answer 2

Oral language is natural acquisition device

• Children develop oral language before written language
• Start talking around 1 year of age; not expected to read or write until 6 years of age

Written language skills become dominant modality

Spoken language skills are shaped by literacy development

Question 3

What are some challenges to developing oral and written language?

Answer 3

Children who are deaf are more likely to exhibit obvious deficits and clear educational challenges that require accommodations (interpreters)

HoH children are more likely to use spoken English as primary language and be in regular classroom

Question 4

How can you determine how successful students will be in school?

Answer 4

Preschool skills in math, reading, and attention

Question 5

What are skills for academic success?

Answer 5

Foundational skills facilitate rapid gains in reading, writing, and math

Literacy demands start in preschool and advance from there

Question 6

What are some preschool pragmatic/social demands?

Answer 6

Turn-taking

Functioning within small groups

Code switching between academic and peer-group interactions

Question 7

What is phonological awareness?

Answer 7

Knowledge of sounds and segments in words

Question 8

What is typical development of phonological awareness?

Answer 8

@ 3-4 years old, preschoolers begin to segment sentences into words

• Demonstrate interest in rhyming games
• Identify ~10 letters of the alphabet

4-5 years

• 50% of children will be able to segment words into syllables
• 20% of children will be able to segment words into sounds
• Identify even more letters of the alphabet

Question 9

What is phonological awareness in Deaf/HoH children?

Answer 9

Children with HL are at risk for difficulties with decoding

D/HH children have been shown to exhibit poorer PA skills at ages 5 and 10 years

Environment is known to influence emergent literacy development
- “High-print, high-talk” vs “low-print low-talk”
- Home and school where literacy activities are valued and part of family’s daily activities
● Do you read to your child every day?
● Are there books in the home?

Few literate activities as part of the daily routine

• Often because of SES or cultural factors
• These kids often play catch-up when it comes to literacy skills

Question 10

What is high-print, high-talk vs. low-print, low-talk?

Answer 10

High-print, high-talk: lots of oral/written language use and presence

Low-print, low-talk: not a lot of oral/written language use and presence

Question 11

What are some elementary school demands?

Answer 11

1st-3rd Grade
- Primary focus of the classroom is developing literacy and math skills

As children move to upper elementary grades, they must use their literacy skills to learn from subject texts and written math problems

This is in addition to continued expectation of

• Reading fiction and nonfiction stories
• Writing book reports, summaries, research papers
• Answering questions on tests
• Using accurate grammar, spelling, punctuation, & penmanship

Question 12

What are some upper-school classroom demands?

Answer 12

Demands increase and students are expected to spend 50% of the instructional day in independent seat work that requires ability to:
- Set priorities, organize time, make choices about how to approach assignments

Those with difficulty managing the linguistic demands of the classroom are at risk for deficits in

• Self-regulation: managing the internal states and external behaviors to achieve specific tasks
• Self-determination: having confidence in one’s abilities to achieve important goals

These skills are needed for the development of higher reasoning skills
- Setting priorities, making choices, organizing work, initiating conversations, asking for clarification, composing comments in a timely manner

Demands increase with each grade

Question 13

How does syntax and morphology develop in typically developing children?

Answer 13

Typically developing children exhibit amazing sentence skills by the time they begin school at 5 years of age
○ Complex sentences including embedded phrases and conjoined clauses

Question 14

How does syntax and morphology develop in D/HoH children?

Answer 14

D/HH children can exhibit delayed morphological development
○ Early grammatical morphemes are the most vulnerable (Possessive -s, past tense -ed, 3rd person present verb tense -s)

D/HH children often show comprehension and production weaknesses for complex utterances with embedded clauses
○ If it is known in advance and target it, then the child can achieve age expected performance

Some children who have received intense oral language training can achieve age-level skills for complex syntactic understanding

Question 15

How does passive voice emerge in typically developing children?

Answer 15

May take until age 9 for typically developing children to understand passive voice
○ E.g., His boat was taken by you.

Question 16

How does passive voice emerge in D/HoH children?

Answer 16

D/HH children may continue to demonstrate comprehension weaknesses for passive voice well into adolescence (14-17 years)
○ Passive voice remains a preferred style in many genres

Problematic for advanced writing styles
○ Avoids use of first person in professional writing
Ex: At the start of the investigation, the story was presented to the children. VS At the start of the investigation, we presented the story to the children

Infrequent constructions are indicative of higher level language comprehension and expected of students as writing matures

Question 17

How does semantic development emerge in typically developing children?

Answer 17

Typically developing children are good at learning word meanings
○ Lexicon–mass of words to which children have attached meaning (storage of words)

Fast Mapping
○ When children are able to make connections quickly
○ Connections can be made in as little as 1 exposure

Initially occurs through “fast mapping”

~2 years, children should have a vocabulary of ~200 words
● As they start first grade, should be ~6000 words
● By the time they finish high school, capable of exhibiting a vocab of 60,000 words

Vocab. continues to grow as we master new skills with specialized vocabulary

Contributes to later reading comprehension and academic success in later grades

Question 18

How does word-learning occur in typically developing children?

Answer 18

School-age children have 3 primary avenues for learning words
○ Vocabulary drill/direct teaching (Spelling list)
○ Contextual cues from known words that surround unknown words
○ Break down words into base words, suffixes, and prefixes (Builds upon knowledge of morphology)

Question 19

How is word learning impaired by hearing loss?

Answer 19

D/HH children can develop vocab skills commensurate with peers; however auditory processing limitation associated w/ PA delays may:
● Limit vocab development
● Delay strategy use for word learning
● Result in below grade-level reading skills

Context-based vocab acquisition may not be available for D/HH children unless they receive explicit instruction on its use

D/HH children are at risk for starting school with limited semantic ability
- Receptive vocab skills within “normal” range but below hearing peers

Question 20

How is figurative language developed in typically developing children?

Answer 20

Students must comprehend the immediate context of the message being spoken and move beyond the literal interpretation to
○ Implied comparisons (e.g., metaphor)
○ Deliberate incongruity of what is being said to what is intended (e.g., irony)

Needed for social interactions and witty conversational exchanges

Central to academic success

Ability to comprehend and use metaphors increases throughout childhood and into adolescence and adulthood

Question 21

How is figurative language development affected by hearing loss?

Answer 21

D/HH children are at risk for having difficulty understanding and using figurative language
○ Partly because the development requires exposure and time
○ Interpreter won’t translate idioms, such as, “It’s raining cats and dogs.”

Question 22

What are the functions of figurative language?

Answer 22

Clarify unknown concepts

Idioms can be used to express an attitude, establish group solidarity, or be indirect

• Can be tied to ethnic or sociocultural group or dialect
• Necessary for comprehension of informal social conversations

Humor

Irony can shape and inform who we are as conversationalists

• Extends across the whole utterance–prosody, body language, facial expression (Used for both humor and criticism)
• Can be difficult for D/HH population to understand (Inflections (acoustic cues), facial expression can be difficult to interpret)

Understanding irony may be difficult for D/HH

• Challenges of linguistic construction
• Reliant on acoustic cues

Question 23

What is pragmatic development?

Answer 23

Pragmatics developed through interactions with peers
○ With time and experience

To “fit-in” school-age children must be competent conversationalists

Preschoolers’ ability to maintain conversations involves repetition of content– “topic collaboration”

School-age children’s conversation evolves to “topic incorporation”–add new info to topic

Adolescence advance to “topic shading”–ability to move subtly from one topic to another related topic

Question 24

What is conversational repair?

Answer 24

● Requires finesse from both speaker and the listener to work through info that is not understood
● Preschoolers can try to repair conversational breakdown but typically will only respond to one request for clarification

Question 25

How does conversational repair develop?

Answer 25

As children mature, their abilities to repair conversations increase
○ 5 y/o child can respond to 2 requests to clarify
○ In elem. School, we expect a child to supply suitable responses to stacked sequences for a minimum of 3 clarification requests

In elem. school, children become better at responding to clarification requests and determining where the breakdown in conversation occurs

Children do not consistently request clarification of a message until about 10 y/o

Question 26

Why is conversational repair important for D/HoH students?

Answer 26

Particularly important for D/HH children who are encouraged to “tell or ask the teacher when you don’t understand”

Asking for help or requesting a favor can be tricky
○ Indirect requests vs direct requests
○ “Shut the door” vs “would you please shut the door for me?”

Some social contexts warrant one vs the other
○ “Isn’t it a little cool in here?”

Question 27

What is presupposition?

Answer 27

Knowing what information to present so that a listener can follow a conversation
○ i.e. She did it. → who is she? And what is it?

Question 28

When does presupposition develop?

Answer 28

These skills not well developed in preschoolers
○ Lack of language skill
○ Assumption that listeners know what they know

School-age children can successfully set the context of a conversation
○ Able to organize info in a way that gives listeners a good idea about the sequence of events
○ Pay more attn to topic relevance

These skills require repeated experiences across listeners and settings

• Necessary for success in language arts
• Conversational skills and writing assignments require a complex set of language functions

Question 29

What is the role of the AuD on the educational team?

Answer 29

The AuD is the education team member with comprehensive knowledge about hearing loss and its consequences.
○ AuDs provide an excellent resource for comprehensive assessment, direct/indirect services
○ In-service activities
○ Public information efforts

Efforts of the IEP team must be guided by a complete understanding of the child’s HL and overall needs

Knowledge must be coordinated with and integrated into ongoing classroom instruction and extracurricular activities.

Vital that all service providers work collaboratively to support the student and address his/her individual needs

Question 30

What are the common core state standards?

Answer 30

● Set of grade-specific skills and concepts that all students are expected to acquire in grades K–12 so that they are prepared to succeed in college course work and workforce training programs

● Standards in Mathematics and English/Language Arts (ELA)

● Created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live.

● 42 states, the District of Columbia, 4 territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted the Common Core.

Question 31

How are the common core state standards related to students with HL?

Answer 31

○ CCSS outlines what a student should know and be able to do at the end of each grade.
○ Students with HL need individualized supports and services that enable them to achieve the same high standards required of their peers without hearing loss

Question 32

What are some supports and services used to achieve CCSS?

Answer 32

Instructional and classroom modifications and accommodations

Sophisticated personal and classroom technology

Related services in areas of speaking and listening, language, communication, reading, social, and self-advocacy skills.

Linking Individualized Education Program (IEP) activities to content standards helps ensure students with hearing loss have opportunities to reinforce the CCSS addressed in their classrooms.