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PubMed1995

[History of the rehabilitation of the deaf child].

As a deaf mute, because mute and more often than not deaf, and then deaf and dumb, because deaf and therefore dumb, the deaf child inevitably deprived of spontaneous speech was considered up to the end of the middle ages as having no possibility of language or of thought, left to the sorry fate of being part of a sporadic population expressing themselves by gestures, a language bereft of past and future, understood only by a few members of the family or occasionally deaf neighbours. During the Renaissance, it appeared that with specific education the deaf child could talk, have a language, and therefore thought. Due merit must be given to 16th century Spain. In the 18th century, France discovered that gestures can also be a language, collated and constructed thanks to the collaboration of the partially deaf. From then on, gestual language flourished in America whilst the rest of Europe continued to prefer oral rehabilitation. With current medical progress, the deaf are no longer deaf. Deafness in the child still exists, however, but there are no longer any mutes. The deaf child can achieve access to language, which may be oral or gestual. The choice between these two modes of expression is still very tropical.

Child↗
PubMed2007

"Brief report: increase in production of spoken words in some children with autism after PECS teaching to Phase III".

The context for this work was an evaluation study [Carr, D., & Felce, J. A. (in press)] of the early phases of the Picture Exchange Communication System (PECS) [Frost, L. A., & Bondy, A. S. (1994). The picture exchange communication system training manual. Cherry Hill, NJ: Pyramid Educational Consultants, Inc.; Frost, L. A., & Bondy, A. S. (2004). The picture exchange communication system training manual, 2nd edn. Newark, DE: Pyramid Educational Consultants, Inc.]. This paper reports that five of 24 children who received 15 h of PECS teaching towards Phase III over a period of 4-5 weeks, showed concomitant increases in speech production, either in initiating communication with staff or in responding, or both. No children in the PECS group demonstrated a decrease in spoken words after receiving PECS teaching. In the control group, only one of 17 children demonstrated a minimal increase and four of 17 children demonstrated a decrease in use of spoken words after a similar period without PECS teaching.

Autistic Disorder↗
PubMed1981

The relative efficiency of two orders for training autistic children in the expressive and receptive use of manual signs.

Using simultaneous communication (speech plus gesture), each of four nonverbal autistic children were taught the receptive and expressive use of eight signed words. In a within-subject comparison, each child was taught four words expressively (signing) first and then receptively, and four other words receptively first and then expressively (signing). The results indicated (1) that it took fewer trials to teach expressive and receptive use when teaching was done in the order expressive then receptive; (2) the teaching of expressive use facilitated the learning of receptive use; (3) the teaching of receptive use interfered with the learning of expressive use; and (4) by the end of training, good receptive control by the spoken word alone, had developed.

Adolescent↗
PubMed1977

Thinking with restricted language. A personal construct investigation of pre-lingually profoundly deaf apprentices.

By means of the deaf manual system of communication, Personal Construct grids were elicited from profoundly deaf apprentices. Contrary to expectation, the grids are not uni-dimensional, and they are as well elaborated as grids with the same supplied elements and constructs elicited from hearing subjects. Implications of the deaf subjects' grids are considered in the light of the relationship between thinking and language explored by Furth.

Adolescent↗
PubMed2006

From manual gesture to speech: a gradual transition.

There are a number of reasons to suppose that language evolved from manual gestures. We review evidence that the transition from primarily manual to primarily vocal language was a gradual process, and is best understood if it is supposed that speech itself a gestural system rather than an acoustic system, an idea captured by the motor theory of speech perception and articulatory phonology. Studies of primate premotor cortex, and, in particular, of the so-called "mirror system" suggest a double hand/mouth command system that may have evolved initially in the context of ingestion, and later formed a platform for combined manual and vocal communication. In humans, speech is typically accompanied by manual gesture, speech production itself is influenced by executing or observing hand movements, and manual actions also play an important role in the development of speech, from the babbling stage onwards. The final stage at which speech became relatively autonomous may have occurred late in hominid evolution, perhaps with a mutation of the FOXP2 gene around 100,000 years ago.

Animals↗
PubMed1983

The effects of presentation modality upon learning in a comprehension task using oral, manual, and dual mode stimulus cues.

Interest in how and why the use of nonspeech symbols such as manual signs facilitates the communication development of language-handicapped individuals has been growing. One question of interest is whether comprehension is facilitated because manual sign cues are in the same stimulus modality (visual) as the objects or events to which they refer, in contrast to oral cues, which are in a different modality (auditory). Another question is, when total communication (words and manual signs) is used, which modality, visual or auditory, actually controls responding? Previous analogue research with normal adults has not controlled for representational iconicity and/or has utilized tasks different than those used with handicapped populations. In this study, 15 undergraduate students were trained to a criterion to identify abstract forms in response to manual sign, CVC nonsense syllables, or combined manual sign plus CVC nonsense syllables. Signed English signs normally representing common objects were matched to the abstract forms. Results from learning probes indicated that performance improved significantly following training for all types of labels. Performance on learning probes of responses to manual labels was significantly poorer than performance on probes of responses to oral labels, to manual labels previously used in combined labels, and to oral labels previously used in combined labels. However, there was no difference in performance among these latter three conditions. These results suggest that the facilitative effects of manual sign labels upon comprehension found in other research may be due to the iconic relationship between signs and their referents.

Adult↗
PubMed1995

Acquisition of speech by children who have prolonged cochlear implant experience.

The four purposes of this investigation were to assess whether children acquire intelligible speech following prolonged cochlear-implant experience and examine their speech error patterns, to examine how age at implantation influences speech acquisition, to assess how speech production and speech perception skills relate, and to determine whether cochlear implant recipients who formerly used simultaneous communication (speech and manually coded English) begin to use speech without sign to communicate. Twenty-eight prelinguistically deafened children who use a Nucleus cochlear implant were assigned to one of three age groups, according to age at implantation: 2-5 yrs (N = 12), 5-8 yrs (N = 9), and 8-15 yrs (N = 7). All subjects had worm a cochlear implant for at least 24 mos, and an average of 36 mos. All subjects used simultaneous communication at the time of implantation. Subjects performed both imitative and structured spontaneous sampling speech tasks. The results permit the following conclusions: (a) children who have used a cochlear implant for at least 2 yrs acquire some intelligible speech; (b) children who receive a cochlear implant before the age of 5 yrs appear to show greater benefit in their speech production skills than children who are older, at least after a minimum of 2 yrs of use; (c) children who recognize more speech while wearing their cochlear implants are likely to speak more intelligibly; and, (d) signing does not disappear from a child's communication mode following implantation.

Adolescent↗
PubMed1979

Communication and language in severely deaf adolescents.

One of the most important psychological effects of early severe or profound deafness is an impairment in natural language-processing ability, with a consequent reduction in communicative skill secondary to the sensory deficit. Prelingual damage blocks the development of certain sequential/syntactical skills necessary for the acquisition of normal linguistic competence. Educators of the deaf in the UK have typically attempted to improve linguistic ability using amplification and intensive training in lip-reading, but evidence from several psychological studies suggests that communication systems based upon manual signing are more productive of both linguistic and basic cognitive skills. This paper reports an experimental study of the communicative characteristics of both oral and total communication systems as a function of language structure. For almost all types of structure investigated, the total system was found to be the more effective method of communication.

Adolescent↗