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PubMed1996

The pattern of development from non-communicative behaviour to language by hearing impaired and hearing infants.

This article reports a longitudinal study of the communicative and linguistic development of five infants, identified as having severe or profound bilateral sensorineural hearing loss, and using amplification consistently, by 3-6 months of age. Each hearing impaired infant was carefully matched for chronological age, social and cultural background with a normally hearing infant. The parents of each of the infants had normal hearing and spoken English was the first language of the home. Video recorded social interaction took place over a variety of semi-structured contexts and occurred at six-weekly intervals from 6 to 21 months. The pattern of gestural and vocal communication and the transition to symbolic language by each hearing impaired and hearing infant forms the focus of this report. It is concluded that severely and profoundly hearing impaired infants can follow a normal pattern of communicative and linguistic development (albeit sometimes delayed) when hearing impairment is identified within the first months of life and appropriate interventions are in place.

Child Language↗
PubMedDate not supplied

[Foreign language syndrome as a first sign of multiple sclerosis].

INTRODUCTION: Foreign accent syndrome (FAS) is a little known disorder affecting language which has been described in a few cases after acute strokes or traumatic brain injuries, but until now has not been reported in multiple sclerosis (MS). It is characterised by the appearance of what is perceived to be a foreign accent in the language of the patient. Although it could be included within the dysprosodias that accompany motor aphasias, it should be considered as an entity in its own right, since it may appear without the accompanying aphasia. Aphasia is an infrequent manifestation of MS and even less so when it appears as an initial symptom of the disease. When it does occur it usually accompanies large demyelinating lesions in the dominant hemisphere, and it is usually of a motor type. CASE REPORT: Patient, aged 38 years, who presented FAS that accompanied mild non fluent aphasia as the first manifestation of MS with pseudotumoral lesions. Initially the clinical features were interpreted as a somatoform disorder, which delayed diagnosis. CONCLUSIONS: Like aphasia, FAS can occur in MS as a manifestation of a cortical language disorder. It is important to recognise this in order to prevent mistaken diagnoses.

Adult↗
PubMed1995

The resilience of combinatorial structure at the word level: morphology in self-styled gesture systems.

Combinatorial structure at both word and sentence levels is widely recognized as an important feature of language--one that sets it apart from other forms of communication. The purpose of these studies is to determine whether deaf children who were not exposed to an accessible model of a conventional language would nevertheless incorporate word-level combinatorial structure into their self styled communication systems. In previous work, we demonstrated that, despite their lack of conventional linguistic input, deaf children in these circumstances developed spontaneous gesture systems that were structured at the level of the sentence, with regularities identifiable across gestures in a sentence, akin to syntactic structure. The present study was undertaken to determine whether these gesture systems were structured at a second level, the level of the word or gesture--that is, were there regularities within a gesture, akin to morphological structure? Further, if intra-gesture regularities were found, how wide was the range of variability in their expression? Finally, from where did these intra-gesture regularities come? Specifically, were they derived from the gestures the hearing mothers produced in their attempt to interact with their deaf children? We found that all of the deaf children produced gestures that could be characterized by paradigms of handshape and motion combinations that formed a comprehensive matrix for virtually all of the spontaneous gestures for each child. Moreover, the morphological systems that the children developed, although similar in many respects, were sufficiently different to suggest that the children had introduced relatively arbitrary distinctions into their systems. These differences could not be traced to the spontaneous gestures their hearing mothers produced, but seemed to be shaped by the early gestures that the children themselves created. These findings suggest that combinatorial structure at more than one level is so fundamental to human language that it can be reinvented by children who do not have access to a culturally shared linguistic system. Apparently, combinatorial structure of this sort is not maintained as a universal property of language solely by historical tradition, but also by its centrality to the structure and function of language.

Child, Preschool↗
PubMedDate not supplied

Initiating requests during community-based vocational training by students with mental retardation and sensory impairments.

Students with mental retardation and deafness or deaf-blindness often need some type of communication system to communicate effectively with communication partners during community-based vocational training. However, students may need specific training to learn how to initiate requests for items or assistance, a skill identified as critical for job success. Students were taught to initiate requests using dual communication boards and gestures. Data were recorded on student performance using a multiple-baseline probe design in which data were collected during baseline, intervention, and generalization phases. Students were able to initiate requests with 80% to 100% accuracy with the communication system at vocational sites. Training students to initiate requests may need to be targeted when students are first learning a job, as this is when most naturally occurring opportunities exist.

Adolescent↗
PubMed1982

Cued Speech and the reception of spoken language.

This study was designed to investigate the effect of Cued Speech on the speech reception abilities of profoundly hearing-impaired children under seven conditions of presentation: audition; lipreading; audition and lipreading; cues; audition and cues; lipreading and cues; and audition, lipreading, and cues. The 18 subjects had been taught through the use of Cued Speech for at least 4 years. The subjects were presented with specially designed speech tests (syllables and key words in sentences) which had been recorded on color videotape, and they responded in writing. Speech reception scores of over 95% with the key word in sentence materials and over 80% with the syllables were obtained with lipreading plus cues, and with audition, lipreading plus cues. Equally high levels of accuracy in speech reception by such children have not previously been reported. The subjects also demonstrated the ability to use audition with the sentence materials, both in combination with lipreading and with cues, though there were large individual differences under these conditions. Speech reception abilities in the lipreading-plus-audition condition were highly correlated with scores for speech production, whereas language attainments were correlated with reception through Cued Speech. The implications of these findings to the field of aural rehabilitation are discussed.

Adolescent↗
PubMedDate not supplied

Hearing-impaired babies and methods of communication.

Reviews the age of diagnosis and some of the philosophical arguments for and against newborn screening. Report results of a survey of parents on the question of early identification and interference with mother/child bonding. Finally, the paper reviews linguistic methods taught in Great Britain and presents data illustrating the advantage of an auditory/oral approach.

Adolescent↗
PubMedDate not supplied

Diagnostic factors bearing on the use of cued speech with hearing-impaired children.

Cued Speech is a system which utilizes eight hand configurations and four locations of either hand for supplementing the visible manifestations of normal speech in such a way as to effectively eliminate the ambiguities of lipreading. Its effects upon language development and oral communication skills, supported by research data, suggest that it is a useful technique for inclusion in the array of tools available for use with young, hearing-impaired children. Use of diagnostic teaching, in addition to audiometric and other evaluations, is recommended for evaluation of conditions which suggest or discourage the choice of Cued Speech as a communication modality. Children are exposed to diagnostic teaching sequences in a progression which begins with auditory-only, then auditory/oral, then auditory/oral/cued speech, and finally (in some cases), manually coded English. In each stage, data should be collected on significant reactions and behavior for use in recommending a choice of communication mode.

Child↗
PubMedDate not supplied

Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies.

Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment.

Association Learning↗
PubMed2000

Evaluating the effects of functional communication training in the presence and absence of establishing operations.

We conducted functional analyses of aberrant behavior with 4 children with developmental disabilities. We then implemented functional communication training (FCT) by using different mands across two contexts, one in which the establishing operation (EO) that was relevant to the function of aberrant behavior was present and one in which the EO that was relevant to the function of aberrant behavior was absent. The mand used in the EO-present context served the same function as aberrant behavior, and the mand used in the EO-absent context served a different function than the one identified via the functional analysis. In addition, a free-play (control) condition was conducted for all children. Increases in relevant manding were observed in the EO-present context for 3 of the 4 participants. Decreases in aberrant behavior were achieved by the end of the treatment analysis for all 4 participants. Irrelevant mands were rarely observed in the EO-absent context for 3 of the 4 participants. Evaluating the effectiveness of FCT across different contexts allowed a further analysis of manding when the establishing operations were present or absent. The contributions of this study to the understanding of functional equivalence are also discussed.

Adolescent↗