Communication Characteristics, Speech , Language and Literacy of the Hearing Impaired and Deaf

1. Communication Characteristics, Speech, Language and Literacy of the Hearing Impaired and Deaf

2. Influences on Communication with the Person who is Hearing Impaired • listening device • lip-reading skills • mode of communication • amount of residual hearing

3. Factors Affecting Language Acquisition in Hearing Impaired Child • Degree of Hearing Loss • Age of Onset • Presence of other Disabilities

4. Rules of Conversation include….. • Agreeing to share one another’s interest • No one person does all the talking • Both partners play a role in the choice of conversational topic • Take turns in an orderly way • Topic relevance • Providing enough information without being verbose

6. Conversational Characteristics of the Hearing Impaired • Disruption of turn taking • Modified speaking style • Inappropriate topic shifts • Superficial content • Frequent clarification • Violation of implicit social rules

8. Sometimes people who are hard of hearing make use of maladaptive strategies to cope with their communication difficulties • “Bluffing”

9. Role of AuditoryInformation in Speech Acquisition • Influences the development of the specific principles of articulator movement • Allows children to develop a system of phonological performance • Provides an auditory feedback for children to monitor on-going speech production and for detecting errors

10. Schema In Hearing Impaired Children • Language acquisition during typical sequences of events • Lower in children because of incomplete or distorted messages • Lack of incidental learning opportunities and • Poor simultaneous signing communication

11. Language Characteristics of Children who are Deaf or Hard of Hearing Syntax: • Shorter sentences (reduced MLU) • Simpler sentences (reduced use of complex syntactical structures) • Overuse of certain sentence patterns • Infrequent use of adverbs, auxiliaries and conjunctions • Inappropriately constructed sentences (“The girl she want some few bread”) • Non-English word order • Incorrect usage of irregular verb tense

12. Language Characteristics of Children who are Deaf or Hard of Hearing Semantics: • Reduced expressive and receptive vocabulary • Limited understanding of metaphors, idioms, and other figurative language • Difficulty with multiple meanings of words

13. Language Characteristics of Children who are Deaf or Hard of Hearing Pragmatics: • Restricted range of communicative intent in preschool children with hearing impairments • Lack of knowledge regarding conversational conventions (changing topic, closing conversations) • Limited knowledge of communication repair strategies

14. Two people with similar audiograms may not sound the same Factors… • Fitting and full-time use of appropriate amplification • Family involvement • Quality early intervention program • Age of identification and onset • Mode of communication

15. Characteristics of School-age Children with Hearing Loss • Reduced vocabulary • Overuse of nouns and omission of function words • Restricted knowledge of syntax

16. Characteristics of School-age Children with Hearing Loss • Plateau in syntactic abilities • 12 to 13 years of age • Misuse of morphological markers • Poor sequential word order

17. School-age Children with Hearing Loss • Lack of opportunity to hear auditory language increases the likelihood of subsequent reading and academic difficulties • Development of phonological awareness is difficult • Poor exposure to pre-reading and reading activities

18. Literacy • The average reading and writing level of a deaf high student is at a third or fourth grade level. • Reasons • Inadequate language system • Poor development of auditory basis for mapping sound to print • Decreased experiences

19. Written Language • Syntactic errors • Omission of articles • Inappropriate use of pronouns • Omission of bound morphemes • Use of an abundance of subject-verb-object sentences • Rare use of synonyms, antonyms, metaphors or cohesive forms

20. Children with Cochlear Implants • Children with CI typically tend to speak better than children who use hearing aids • After six years of device experience, these children produce consonants with about 70% accuracy compared to children who wear hearing aids with a 28% accuracy level. • /s/ and /z/ with 60% accuracy by sixth year • They have fewer suprasegmental errors

21. Children with Cochlear Implants • Post-implant language acquisition parallels that of normal language development • Vocabulary development is enhanced by the use of cochlear implants • Development of superior reading skills (50% reading at grade appropriate levels)

22. Communication Options • American Sign Language/ESL/Bilingual-Bicultural • Auditory Verbal • Cued Speech • Auditory-Oral • Total Communication

23. American Sign Language/ESL/Bilingual-Bicultural • A manual language distinct from the English language • Prominent Language of the Deaf community • English is taught as a second language

24. Auditory Verbal • Unisensory • Certified Auditory Verbal Therapists • Through appropriate and consistent amplification, child is taught to develop listening skills for development of spoken language skills • Very widely used now with children with cochlear implants • No Manual Communication is used http://www.youtube.com/watch?v=Mxyg63poOyc&feature=results_video&playnext=1&list=PLFF571C3EF6C0F130

25. Cued Speech • A visual communication system consisting of eight hand shapes • Child learns to speak through speech reading, amplification and the “cues” http://www.youtube.com/watch?v=B9emmTMswkE&feature=player_embedded#!

26. Auditory-Oral • Teaches children to: • Talk • Use their hearing as much as they can • Read lips. • Use other clues to understand what people are saying. • Manual communication is not encourages however use of natural gesturing may be supported

27. Total Communication • A philosophy of using every and all means top communication with deaf children. • Child is introduced to Signed English, amplification, speechreading and natural gestures.