Week 14: Special Populations Flashcards
what is the role of the SLP for deaf or hard of hearing children?
screening
referral
assessment
intervention
education
SLP’s who serve the deaf and hard of hearing should be…
specifically educated and trained to do so using the child and family’s desired language(s) and communication outcomes
what are the intervention guiding principles?
high quality early intervention
family-centered to empower families
individualized EBP services
early and full access to a xxx xxx is essential
complete language
children who received EI before age three…
scored better on receptive and expressive language tests
children identified earlier by 5 months showed..
age appropriate language skills by 12-18 months
high-quality xxxx with xxxx correlated with more words by DHH and up to 1.5 less language delay
interactions; parents
high-quality can be defined as
semantically rich material
what are the implications of high-quality interactions
parent-child dynamics are important
SLP’s can train parents on language strategies to use before and after implementation
teach parents how to respond to unintelligible attempts by focusing on what the child is attending to
many children with HL exhibit xxx language skills than their hearing peers
worse
there is no evidence that xxxx xxxx limit spoken language development for DHH (or any population)
visual supports/AAC
define TALI
technology assisted language intervention
what is TALI
focusing on training communication
partners to provide support using a
least-to-most cueing hierarchy
what does intervention look like for TALI
coaching about language stimulation
joint-problem solving
imitation routines
meaningful family routines
turn-taking
modeling + recasting
book sharing + dialogue reading
emergent literacy
how can we support families of DHH children with bilingual-bimodal approaches
Discuss language deprivation and importance of mastering at least
one language (signed or spoken)
Inform parents of difficulties of achieving typical speech and spoken
language skills (even with amplification)
Assess proficiency in both languages overtime
For children of hearing parents who don’t use sign language, development depends on….
the age and consistency of quality exposure to visually accessible first language
Children who experience a period of incomplete language access before gaining access to a signed language
often exhibit…
distinctively disordered characteristics of language deprivation
Signed language disorders can exist among DHH children despite early exposure to a language including…
echolalia
hand/palm orientation errors
comprehension difficulties
define bilingual-bicultural
promotes the learning of both sign and oral languages (bilingual), as
well as the integration in deaf and hearing cultures (bicultural)
xxx language is learned as a primary language, then the child learns xxx language as a second language
sign; oral
access to hearing devices such as hearing aids or cochlear implants
is xxx xxx for deaf children to develop oral communication
abilities
not sufficient
define Erber’s model “ladder”
tuning into sounds to more complex
skills
what is the most common cause of an intellectual disorder
Down syndrome
xx-xx% of children with DS have a hearing impairment
40-80%
what are common difficulties for children who have a HL and DS?
speech and language impairments
frequent variation in children’s severity and uneven profile of strengths and weaknesses
it is important to consider that hearing may contribute to
speech and language impairment
speech and language difficulties not necessarily only attributed to xxx xxx (DS)
learning difficulties
for children with DS canonical babbling and vocal play are usually xxx or xxx
delayed; atypical
xxx language > xxx language (for DS)
receptive; expressive
xxx communication tends to be a relative strength
gestural
for DS, differences emerge around xx and are apparent by xx
1 year; 3 years
what does intervention target for DS
functional impact and focus on overall intelligibility rather than specific sounds
for DS: xxx is a relative strength along with xxx skills
semantics; visuomotor
what are recommendations for treatment focus for DS
capitalize on visuomotor strengths by teaching sing language, using AAC such as picture symbols
Continue supporting vocabulary development–strong predictor of lexical diversity and MLU
