CSD 3000 DEAFNESS IN SOCIETY

1. CSD 3000DEAFNESS IN SOCIETY Topic 3 PSYCHOSOCIAL EFFECTS OF DEAFNESS Hearing Loss and Language Acquisition

2. The Components of Language • Form The structure of language • Content The meaning of language • Use The goal or purpose of language

3. The Five Rule Systems of Language Form Syntax Rules for combining words into sentences Morphology Rules for combining speech sounds into meaningful units Phonology Rules for combining speech sounds to make words Content Semantics Rules for combining words and meaning of words Use Pragmatics Rules for conversation

4. Some Characteristics of Normal Language Acquisition • A process that occurs in natural contexts • Only requirement is repeated opportunities for meaningful conversation with adults • Children are cognitively programmed to learn language • No one language is universal • No one language is easier or harder to learn

5. When Things Interfere with Acquisition… Problems arise when.. • Language is used inconsistently by adults • Obstacles prevent full access to the language

6. Factors Affecting the Degree of Language Difficulties Language learning difficulties vary depending on: • The degree of hearing loss • Intelligence • Family communication styles • Intervention programs the child ultimately is exposed to

7. Effect on theMother-Child Bond Deafness has the potential to impair the communication between a child and his hearing parents This has become a recent “hot topic” in the literature regarding psychosocial affects of deafness

8. Early Bonds Understanding the effect of deafness on the early bonds between mother and child is important because: • Communication is integral to the emotional bond between parents and their children • It is only through the conversations between children and their parents that the rules of language are acquired

9. The First Six Months “Motherese” The way parents interact in a meaningful way with their young babies

10. Motherese Some characteristics of the linguistic forms used by mothers with their young babies: • Simple, well-formed, clear linguistic forms • High pitch • Exaggerated stress and intonation

11. Interactions Between Hearing Parents and Their Deaf Babies A study by Meadow-Orlans & Steinber (1993) concluded: • Hearing mothers were less likely to use frequent and postive touch with their deaf infants • Hearing mothers were less sensitive, more intrusive, less flexible, and less consistent in their responses to their deaf infants compared to mothers who were deaf

12. The Second Six Months Evidence of intentional communication The use of gestures and nonverbal communication

13. Parent-Child Interactions During this Period Parent’s interactions appear more directive than interactive • Conversations are rather one-sided • Failure to respond to the child’s communication behavior

14. Preschool Language Knowledge of schema Facilitates language development

15. Hearing Impairment Limits schema • Limited access to family’s use of language • Reduces opportunity for incidental learning

16. Relationship Between Hearing Loss and Language Deficit Linguistic skills vary tremendously due to: • Speech understanding • Benefit from amplification • Individual learning characteristics • Intelligence • Family communication styles

17. Common Trends • Language delay • Language skill plateau • Deaf children show evidence of deviant linguistic forms

18. Phonology Normal but delayed Deaf children show deviant development

19. Syntax Normal but delayed • Restricted knowledge of word class • Restricted knowledge of different syntactic forms Deaf children show evidence of deviant syntax

20. Morphology and Vocabulary A study by Moeller (1986): Peabody Picture Vocabulary Test (PPVT) and Boehme Test of Basic Concepts Deaf children in a residential program 4-20 years old PPVT score means were equivalent to normally hearing 6-8 year olds; little improvement after age 12 Boehme scores of 16-18 year olds equivalent to normally hearing 6-8 year olds Expressive vocabulary of deaf 4 year olds averaged 150 words

21. Morphology and Vocabulary A study by Davis (1986): Mild-to-moderate hearing impaired first, second, and third graders (Iowa) mainstreamed in regular classrooms Boehme scores and PPVT scores PPVT delay of 1-3 years 75% of the sample scored below the 10th percentile on the Boehme

22. Semantics and Pragmatics Semantics • Delay Pragmatics • Turn-taking, topic initiation and maintenance