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PubMed1984

An alternating treatments comparison of oral and total communication training with minimally verbal retarded children.

This study was a comparison of the effects of oral speech with total communication (speech plus sign language) training on the ability of mentally retarded children to repeat 4-word sentences. Three children were chosen who used single words to communicate but who did not combine words into complete sentences. Three sentence pairs were trained, with each pair having one sentence trained using oral methods and an equivalent one trained using the total communication approach. Both training procedures involved chaining sentence parts, reinforcement, and prompting. Oral methods involved presenting vocal stimuli and requiring vocal responses whereas total communication methods involved presenting vocal and signed stimuli and requiring vocal and signed responses. For the initial sentence pair with each child, an alternating treatments design was used to determine the relative efficacy of the two language training approaches. This was repeated with a second and third sentence pair using a multiprobe technique within a multiple baseline design. Results pointed to the superiority of the total communication approach in facilitating sentence repetition. Possible explanations of these results are offered and the utility of the alternating treatments experimental design is discussed.

Child↗
PubMed1982

Oralism and the deaf child's brain: a reply to Dr. Conrad.

One of the most contentious and important issues in the education of deaf children concerns the nature of the medium that should be used. The argument is whether the language of the hearing society should be used (Oralism) or a visual manual language together with speech (Total Communication or bilingualism). Recently Conrad [6,7] has claimed that the exclusive use of Oral methods fails to provide the deaf child's brain with sufficient linguistic information at an early enough age and so runs the risk of obstructing neurological growth so that functional atrophy may occur. In this situation Conrad argues 'we should not ignore the possibility that the "functional atrophy" ...may come to involve structural atrophy as well.' He concludes that Oral schools "virtually are cognitively destroying deaf children." Conrad's case rests on his interpretation of 3 kinds of circumstantial evidence. These are animal studies of auditory deprivation, hemispheric lateralization studies of deaf and hearing subjects, and finally his own data. In the present paper each of these 3 kinds of evidence is reviewed and alternative interpretations are advanced against Conrad's hypothesis of functional atrophy. It is argued that the case that Oralism is responsible for brain atrophy is not proven. It is concluded that the main problem facing deaf children and their teachers is deafness itself, and not any particular educational philosophy and group of methods such as Oralism.

Adolescent↗
PubMed2005

Grammatical Subjects in home sign: Abstract linguistic structure in adult primary gesture systems without linguistic input.

Language ordinarily emerges in young children as a consequence of both linguistic experience (for example, exposure to a spoken or signed language) and innate abilities (for example, the ability to acquire certain types of language patterns). One way to discern which aspects of language acquisition are controlled by experience and which arise from innate factors is to remove or manipulate linguistic input. However, experimental manipulations that involve depriving a child of language input are impossible. The present work examines the communication systems resulting from natural situations of language deprivation and thus explores the inherent tendency of humans to build communication systems of particular kinds, without any conventional linguistic input. We examined the gesture systems that three isolated deaf Nicaraguans (ages 14-23 years) have developed for use with their hearing families. These deaf individuals have had no contact with any conventional language, spoken or signed. To communicate with their families, they have each developed a gestural communication system within the home called "home sign." Our analysis focused on whether these systems show evidence of the grammatical category of Subject. Subjects are widely considered to be universal to human languages. Using specially designed elicitation tasks, we show that home signers also demonstrate the universal characteristics of Subjects in their gesture productions, despite the fact that their communicative systems have developed without exposure to a conventional language. These findings indicate that abstract linguistic structure, particularly the grammatical category of Subject, can emerge in the gestural modality without linguistic input.

Adolescent↗
PubMed1981

Description of semantic--syntactic relations in an autistic child.

This longitudinal study investigated the language acquisition strategies employed by an autistic child learning sign language. The child's core vocabulary and developing semantic-syntactic relationships were compared with language acquisition in normal children. There were specific deviations in language development noted, in spite of providing the child with appropriate sign language training.

Autistic Disorder↗
PubMed1997

What's communication got to do with it? Gesture in children blind from birth.

It is widely accepted that gesture can serve a communicative function. The purpose of this study was to explore gesture use in congenitally blind individuals who have never seen gesture and have no experience with its communicative function. Four children blind from birth were tested in 3 discourse situations (narrative, reasoning, and spatial directions) and compared with groups of sighted and blindfolded sighted children. Blind children produced gestures, although not in all of the contexts in which sighted children gestured, and the gestures they produced resembled those of sighted children in both form and content. Results suggest that gesture may serve a function for the speaker that is independent of its impact on the listener.

Blindness↗
PubMed1988

Acquisition of spoken and signed English by hearing-impaired children of hearing-impaired or hearing parents.

This study examines the degree to which hearing-impaired children of hearing-impaired parents (HIP) demonstrate an advantage in their acquisition of signed and spoken English over hearing-impaired children of hearing parents (HP). A subset from the normative sample of the Grammatical Analysis of Elicited Language, 50 HIP children and 50 HP children, were matched in terms of their educational program, hearing level, and age. Results indicate that both groups had comparably poor expressive English language ability at 5 and 6 years of age. However, at age 7 and 8 HIP children demonstrated a significant linguistic advantage in both their spoken and signed English over HP children. Because the production of English by HIP children closely resembled that of orally educated hearing-impaired children of hearing parents, consistent language stimulation throughout the child's early years may be a critical factor in the development of English, regardless of the language or mode of expression.

Age Factors↗
PubMedDate not supplied

Acquiring language through total communication.

Total communication provides an opportunity for very young children to receive training through both visual and auditory systems. Most children with severe hearing loss have auditory discrimination/perceptual problems in addition to a loss of hearing sensitivity. Because sophisticated assessment of auditory perceptual problems is not yet possible in hearing impaired infants, total communication provides immediate and consistent language input regardless of eventual determination of auditory perceptual skills. An illustration of a total communication program is provided.

Auditory Perception↗
PubMed1990

Rationale and strategies for American Sign Language intervention.

A Midwest school district established a demonstration Total Communication Project. Its goal was for teachers to become consistent in their role modeling of English and American Sign Language (ASL). English was the primary language of the classroom and ASL was used as an intervention tool. There has been little research on the effectiveness of ASL in the classroom. By implementing an ASL intervention program this project is a first step in establishing an environment conducive to investigating the effectiveness of ASL intervention for teaching deaf students. This paper describes: (a) techniques used for identifying classroom situations that call for the use of ASL; (b) discourse situations that influence the use of different language codes in total communication classrooms; and (c) guidelines for code-switching between English and ASL.

Communication Methods, Total↗
PubMed2004

[Changes in interpersonal communication in pre- and perilingually deafened children after cochlear implantation].

People with deep prelingual deafness cannot fluently use oral language as a basic mode of communication. Hearing impaired subjects elaborated their own mode of communication. Cochlear implants as a surgical mode of deafness treatment may create a new chance for prelingually deaf children to develop vocal speech. The aim of this study was to assess changes in interpersonal mode of communication in pre- and perilingually deaf children after cochlear implantation. It was observed, that cochlear implantation stimulates development of oral language. The possibility of hearing perception of oral language it is a chance for a child for fully participation in life of hearing societies.

Adolescent↗
PubMed1993

Auditory, visual and auditory-visual identification of emotions by hearing and hearing-impaired adolescents.

This study investigated the identification of non-verbal expressions of emotions by 19 hearing and 24 hearing-impaired adolescents. The participants were presented with video recordings of six emotions: anger, fear, sadness, surprise, happiness and disgust. The emotions were expressed on the same neutral sentence. The expressions were presented in three modes: visual, auditory and combined auditory-visual. The relative contributions of each mode to the identification processes were evaluated for the two research samples. The accuracy in identification of emotions through each of the presentation modes among the hearing-impaired participants was significantly lower than that of the hearing participants. The hearing participants performed better in the auditory-visual mode than in the auditory or the visual modes alone. The hearing-impaired participants performed better in the visual mode than in the auditory mode, and no difference was found between the auditory-visual mode and the visual mode alone. The lower performance of the hearing-impaired group suggested that rehabilitation processes should include training in the area of non-verbal perception. The rank order of the identification of emotions in both research samples was similar. Fear and surprise were the most difficult to identify. Similar order was found for each of the presentation modes as well. Further examination of the stimulus material with different groups of hearing-impaired individuals was recommended.

Adolescent↗
PubMed2004

Drooling, saliva production, and swallowing in cerebral palsy.

Fourteen participants (six females, eight males) ranging in age from 7 years 11 months to 18 years 2 months (mean 11y 7mo) with a confirmed diagnosis of spastic cerebral palsy (CP) were included in the study. Participants included those who drooled (CP+, n=14); age- and sex-matched children with spastic CP who were dry to mild and never to infrequent droolers (CP-, n=14) as well as typically developing peers (CTRL, n=14) served as controls. Frequency of swallowing was measured by using simultaneous cervical ausculation and videotaping of the head and neck. Saliva production was measured with the Saxon test, a simple gauze-chewing procedure. In addition, Pediatric Evaluation of Disability Inventory (PEDI), Test of Nonverbal Intelligence-3 (TONI-3), dysarthria severity scale, and Gross Motor Function Classification System (GMFCS) scores were obtained for each participant. Both groups of participants with CP tended to swallow less frequently than typically developing participants and tended to produce less saliva than typically developing controls; however, these differences were not statistically significant. No correlation was found between amount of saliva produced and amount drooled (r=0.245). An analysis of variance (ANOVA) conducted on the PEDI functional skills mean scores indicated significant differences between the three groups (F(2,39)=23.522,p<0.0001). Likewise, an ANOVA conducted on the TONI-3 scores revealed statistically significant differences between the three groups (F(2,39)=31.761, p<0.0001). A Spearman's rho correlation indicated that GMFCS scores were not significantly correlated with drooling severity (Spearman's rho correlation=0.3951,p=0.037). Drooling severity was found to be positively correlated with dysarthria severity (Spearman's rho correlation=0.82,p<0.0001). These findings suggest that drooling in patients with CP is related to swallowing difficulties rather than hypersalivation.

Adolescent↗