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PubMed1997

A hand held two-channel vibro-tactile speech communication aid for the deaf: characteristics and results.

The OSCAR-project (Optimal Speech Communication Assistance for Residual Abilities) within the TIDE frame is aiming at processing the speech signal in such a way so that it can be more effectively aurally perceived than with an ordinary hearing aid in case of a very small residual hearing. In case of total deafness the code will be tactile and in some cases a multi modal approach will be tried. One of the sub-results of the OSCAR-project is a hand held vibro-tactile speech communication aid for profoundly hard of hearing and deaf persons. The main idea of the aid is that it should not be a general tactile hearing aid, but rather give optimum tactile support to lip-reading in a close communication situation. It should be used when speech communication is necessary and other methods of communication i.e. sign language, lip-reading, reading and writing etc. does not work. The aid conveys two types of information via its two vibro-tactile transducers; the syllabic rhythm and frication. This paper describes some characteristics of the aid and some results.

Correction of Hearing Impairment↗
PubMed1998

[Perform vestibular test among all small deaf children! Early detection of Usher syndrome improves the possibilities of communication in the event of later deaf-blindness].

Although deaf children depend upon sight for communication, retinitis pigmentosa is present in 6 per cent of those with a profound hearing deficit. Usher syndrome type 1 (USH-1) is an autosomal recessive disease characterised by profound hearing impairment, absent vestibular function, and progressive loss of vision due to retinitis pigmentosa. Owing to the severe handicap of the combined disorders, early diagnosis of USH-1 is of crucial importance. The profound hearing deficit is often detected at hearing tests in infancy, but as the sight problems do not develop until later diagnosis is often delayed. The diagnosis of Usher's syndrome is established by electroretinography (ERG), as confirmation of the retinitis pigmentosa is a prerequisite. As the progressive deterioration of sight hinders the use of sign language, a cochlear implant constitutes an invaluable aid at an early age. Early diagnosis is thus of both medical and educative importance. To avoid delay in diagnosis past the age when optimal results may be expected from a cochlear implant, a screening test was sought for infants with profound hearing loss to identify those at increased risk of USH-1, for whom ERG is a priority. Although conventional vestibular testing methods are not well tolerated by infants, with recently developed equipment for video or CCI) (charge-coupled device) camera inspection of eye movements, vestibular screening can now be performed in the office. In our experience it is possible to screen most infants, given a careful approach by the investigator. Children with clinically diagnosed USH-1, without any vestibulo-ocular reflex, manifested no vestibular responses during 'video-nystagmoscopy' when rotated on the parent's lap, preliminary findings strongly suggest that vestibular function should be tested in all children with a profound congenital hearing deficit, as it is important for children with USH-1 to be provided with a cochlear implant permitting aural reception of communication from the environment at an early age, because of the progressive deterioration of vision and the ultimate double handicap.

Blindness↗
PubMed2001

Bilingual signed and spoken language acquisition from birth: implications for the mechanisms underlying early bilingual language acquisition.

Divergent hypotheses exist concerning the types of knowledge underlying early bilingualism, with some portraying a troubled course marred by language delays and confusion, and others portraying one that is largely unremarkable. We studied the extraordinary case of bilingual acquisition across two modalities to examine these hypotheses. Three children acquiring Langues des Signes Québécoise and French, and three children acquiring French and English (ages at onset approximately 1;0, 2;6 and 3;6 per group) were videotaped regularly over one year while we empirically manipulated novel and familiar speakers of each child's two languages. The results revealed that both groups achieved their early linguistic milestones in each of their languages at the same time (and similarly to monolinguals), produced a substantial number of semantically corresponding words in each of their two languages from their very first words or signs (translation equivalents), and demonstrated sensitivity to the interlocutor's language by altering their language choices. Children did mix their languages to varying degrees, and some persisted in using a language that was not the primary language of the addressee, but the propensity to do both was directly related to their parents' mixing rates, in combination with their own developing language preference. The signing-speaking bilinguals did exploit the modality possibilities, and they did simultaneously mix their signs and speech, but in semantically principled and highly constrained ways. It is concluded that the capacity to differentiate between two languages is well in place prior to first words, and it is hypothesized that this capacity may result from biological mechanisms that permit the discovery of early phonological representations. Reasons why paradoxical views of bilingual acquisition have persisted are also offered.

Child, Preschool↗
PubMed1988

Linguistic flexibility in signed and written language productions of deaf children.

Linguistic flexibility of deaf and hearing children was compared by examining the relative frequencies of their nonliteral constructions in stories written and signed (by the deaf) or written and spoken (by the hearing). Seven types of nonliteral constructions were considered: novel figurative language, frozen figurative language, gestures, pantomime, linguistic modifications, linguistic inventions, and lexical substitutions. Among the hearing 8- to 15-year-olds, oral and written stories contained comparable numbers of nonliteral constructions. Among their age-matched deaf peers, however, nonliteral constructions were significantly stories contained comparable numbers of nonliteral constructions. Among their age-matched deaf peers, however, nonliteral constructions were significantly more common in signed than written stories. Overall, hearing students used more nonliteral constructions in their written stories than did their deaf peers (who used very few), whereas deaf students used more nonliteral constructions in their signed stories than their hearing peers did in their spoken stories. The results suggest that deaf children are linguistically and cognitively more competent than is generally assumed on the basis of evaluations in English. Although inferior to hearing age-mates in written expression, they are comparable to, and in some ways better than those peers when evaluated using their primary mode of communication.

Adolescent↗
PubMed1982

Comprehension of spoken, written and signed sentences in childhood language disorders.

Nine children suffering from Landau-Kleffner syndrome and 25 children with developmental expressive disorder were tested for comprehension of the grammatical structure of English in spoken, written and signed (Paget-Gorman) language modalities. It is shown that the comprehension problems of children with landau-Kleffner syndrome are not restricted to spoken language, but are also found when written or signed language is used. Further, in all three language modalities these children show deviant patterns of comprehension consistent with the notion that they treat language as having a sequential rather than a hierarchical structure. However, similar patterns of performance are found in profoundly deaf children, indicating that peripheral auditory deprivation is a sufficient condition for these deviant patterns of comprehension to develop.

Adolescent↗
PubMed2002

Linguistic ability and early language exposure.

For more than 100 years, the scientific and educational communities have thought that age is critical to the outcome of language learning, but whether the onset and type of language experienced during early life affects the ability to learn language is unknown. Here we show that deaf and hearing individuals exposed to language in infancy perform comparably well in learning a new language later in life, whereas deaf individuals with little language experience in early life perform poorly, regardless of whether the early language was signed or spoken and whether the later language was spoken or signed. These findings show that language-learning ability is determined by the onset of language experience during early brain development, independent of the specific form of the experience.

Acoustic Stimulation↗
PubMed1984

Effects of speech and speech and sign instruction on oral language learning and generalization of action + object combinations by Down's syndrome children.

This study was designed to compare the effects of speech and speech-plus-sign stimulation during comprehension treatment on the oral language learning and generalization of action + object relational meanings. Ten home-reared Down's syndrome children in Early Stage 1 received concurrent comprehension treatment in Speech and Speech-Sign conditions using a miniature linguistic system. Upon attainment of criterion level performance in both conditions, generalization tasks were administered to measure the effects of the comprehension treatment on the comprehension and the production of treated and untreated action + object combinations. The results obtained from this study indicated that the two treatment conditions did not differ significantly for either learning or generalization. The data did, however, indicate that individual patterns of acquisition were evident among the children. Caution is advised concerning the automatic adoption or rejection of manual sign as part of oral language intervention programs.

Child↗
PubMed1988

Language learning and retention in young language-disordered children.

Simultaneous sign and spoken language training was conducted with young, language-disordered children under standardized training and follow-up conditions with a stringent learning criterion to determine if language learned was stable over time. Twenty-one children between 36 and 86 months with no or nonfunctional language participated in the study. Diagnoses included autism, mental retardation, combined autism and mental retardation, and developmental aphasia. Children completed a mean of 74 signed speech training sessions. Sessions were twice daily, 5 days a week. Follow-up evaluations were made approximately 6 months after training. Of the 21 children, 17 learned at least one word and 7 children learned multiple-word phrases during the training. Most language learned in training was found to be retained at follow-up approximately 6 months later. Gestural imitation, play style, language age, developmental age, and fine motor skills had strong correlations with language learning and retention.

Aphasia↗
PubMed1993

Hearing status and language fluency as predictors of automatic word and sign recognition.

In previous studies, evidence concerning the extent of automatic word recognition in deaf children and the influence of language fluency on word and sign recognition (as indexed by the Stroop task) has been contradictory. This study examined the effects of English and sign language fluency in the automatic word and sign recognition of deaf and hearing adults. Results indicated that responding in sign took longer and created more Stroop interference than responding orally. Two groups of certified interpreters revealed this finding to be independent of hearing status. Most important, deaf subjects showed greater automaticity in recognizing signs than words, whereas hearing subjects showed greater automaticity in recognizing words than signs. This pattern was unaffected by language fluency. The findings clarify the results of previous studies both theoretically and methodologically.

Adolescent↗
PubMed2004

Measuring progress in children with autism spectrum disorder who have cochlear implants.

OBJECTIVE: To quantify progress after cochlear implantation for children with autism spectrum disorder (ASD). STUDY DESIGN: Retrospective review of speech and language and speech perception test scores of children with autism who have received a cochlear implant at our center. SETTING: University of Michigan Medical Center, Cochlear Implant Program. PATIENTS: Six children, ages 3 to 16 years, who received cochlear implants at the our center. All children were diagnosed as having ASD by a neuropsychologist, either before or after receiving a cochlear implant. MAIN OUTCOME MEASURES: Children participated in preoperative and postoperative speech and language and speech perception testing. A survey was administered to parents to evaluate subjective impressions of cochlear implant benefit and quality of life before and after implantation. RESULTS: Improved scores were recorded for children on whom standardized expressive and receptive vocabulary testing was possible. Children who could not complete standardized tests demonstrated improvement in raw scores. Improvement on the Meaningful Auditory Integration Scale was noted for the 4 of 7 children who completed the scale preoperatively and postoperatively. Survey results suggested changes in responsiveness to sound, interest in music, vocalization, and eye contact following implantation. Five of the 6 families indicated that they would recommend a cochlear implant to another family in a similar situation. CONCLUSIONS: Gains made by children in our study were small compared with the general implant population; however, when compared with themselves preoperatively, these children did demonstrate progress. Improvements in behaviors and interaction point to a quality of life benefit following implantation that is difficult to quantify.

Autistic Disorder↗