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PubMedDate not supplied

Representational abilities and the hearing status of child/mother dyads.

Two representational abilities, expressive and receptive language and symbolic play, were assessed in multiple formats in hearing and deaf 2-year-old children of hearing and deaf mothers. Based on maternal report, hearing children of hearing and deaf mothers produced more words than deaf children of hearing mothers, hearing children of hearing mothers more words than deaf children of deaf mothers, and deaf children of deaf mothers more words than deaf children of hearing mothers. Based on experimenter assessments, hearing children in both groups produced and comprehended more words than deaf children in both groups. By contrast, no differences emerged among these groups in child solitary symbolic play or in child-initiated or mother-initiated child collaborative symbolic play; all groups also increased equivalently in symbolic play between solitary and collaborative play. Representational language and symbolic play were unrelated in hearing children of hearing mothers and in deaf children of deaf mothers, but the 2 abilities were associated in children in the 2 child/mother mismatched hearing status groups. These findings are placed in the context of a proposed developing modularity of verbal and nonverbal symbol systems, and the implications of hearing status in communicative exchanges between children and their mothers in diverse hearing and deaf dyads are explored.

Adult↗
PubMed1991

[Deaf persons' communication possibilities in relation to auditory and visual symbols].

This article presents deaf people's possibilities of communication. There is a difference in communication skills between deaf people who were born hearing--and have learned a spoken language before the loss of hearing--and those who were born deaf. The later deafness is acquired, the better the individual's ability to communicate in a hearing society. Deaf people are far more dependent upon visual language symbols than are hearing people.

Communication↗
PubMed1995

The development of communication in blind and in deaf infants--similarities and differences.

Results from two longitudinal studies of blind infant--sighted mother and of deaf infant-hearing mother/deaf mother interaction, are summarized in this paper. The aim is to shed light on the role of visual and auditory stimulation in the development of communication. Video-recorded interactions taken during infancy were transcribed in a systematic, objective and detailed way. The development of communication is described with a focus on pre-verbal abilities, exploration of toys, social and symbolic play, communicative intent and sharing of experiences. The results show a delay in the development of communication in the blind infants compared with the deaf infants, indicating a more critical role of visual stimulation compared with auditory stimulation during the infancy period to this development.

Blindness↗
PubMed1998

Profiling Hispanic deaf students. A first step toward solving the greater problems.

As the number of Hispanic individuals in the United States increases, so does the number of Hispanic hearing impaired children. This trend gives cause for concern within current educational systems because research suggests that Hispanic hearing impaired students demonstrate a lower rate of scholastic success than hearing and deaf peers (Bennett, 1988). One step toward solving this problem is to reexamine educational and assessment techniques employed with this diverse population. A logical first stage would include construction of demographic "profiles" or descriptions of student populations. The present study provides such information and identifies the unique characteristics of Hispanic students at the Texas School for the Deaf. The author discusses trilingual (ASL/English/Spanish) situations and problems related to multilingual home and school environments. A model is proposed for language instruction and support services programs.

Adolescent↗
PubMed1985

Dysgraphia after right hemisphere stroke.

Acquired dysgraphia has been described as a disorder of graphemic selection and spatial temporal disorganization which can exist in isolation or as a component of a broader language or cognitive syndrome. There is little agreement on the locus of writing centers, although select areas within the left hemisphere have been suggested. We describe a patient who had dysgraphia after a right hemispheric stroke. He had no demonstrable signs of limb apraxia or visual field deficit, and only subtle signs of language impairment other than the writing disturbance. Treatment emphasized progressively more complex writing tasks which included the following: (1) written responses to picture/word stimuli, (2) word and sentence dictation, and (3) self-generated sentences and functional writing tasks. At discharge from the hospital the patient's writing was within normal limits. Our findings were similar to those described for a patient with a left hemispheric stroke who was primarily dysgraphic. We conclude that our patient's dysgraphia was a component of a subtle aphasia as well as a spatial temporal disorganization disorder.

Aged↗
PubMed1984

Linguistic coding by deaf children in relation to beginning reading success.

The coding of printed letters in a task of consonant recall was examined in relation to the level of success of prelingually and profoundly deaf children (median age 8.75 years) in beginning reading. As determined by recall errors, the deaf children who were classified as good readers appeared to use both speech and fingerspelling (manual) codes in short-term retention of printed letters. In contrast, deaf children classified as poor readers did not show influence of either of these linguistically based codes in recall. Thus, the success of deaf children in beginning reading, like that of hearing children, appears to be related to the ability to establish and make use of linguistically recoded representations of the language. Neither group showed evidence of dependence on visual cues for recall.

Child↗
PubMed1994

Nouns and verbs in a self-styled gesture system: what's in a name?

A distinction between nouns and verbs is not only universal to all natural languages but it also appears to be central to the structure and function of language. The purpose of this study was to determine whether a deaf child who was not exposed to a usable model of a conventional language would nevertheless incorporate into his self-styled communication system this apparently essential distinction. We found that the child initially maintained a distinction between nouns and verbs by using one set of gestures as nouns and a separate set as verbs. At age 3:3, the child began to use some of his gestures in both grammatical roles; however, he distinguished the two uses by altering the form of the gesture (akin to morphological marking) and its position in a gesture sentence (akin to syntactic marking). Such systematic marking was not found in the spontaneous gestures produced by the child's hearing mother who used gesture as an adjunct to speech rather than as a primary communication system. A distinction between nouns and verbs thus appears to be sufficiently fundamental to human language that it can be reinvented by a child who does not have access to a culturally shared linguistic system.

Child, Preschool↗
PubMed1982

A psychiatric clinic for the deaf.

From the increasing number of requests being received by the Deafness Clinic (as many in the first three months of 1981 as in the whole of 1980), it would appear there is a sizable minority in Canada for whom psychiatric and mental health services are not easily accessible in their present form. Not only does hearing impairment significantly affect language, communication and social skills acquisition, it also separates persons so affected from services that other Canadians take for granted.

Adolescent↗
PubMed2005

Early manual communication in relation to the deaf child's intellectual, social, and communicative functioning.

The basic impoverishment of deafness is not lack of hearing but lack of language. To illustrate this, we have only to compare a 4-year-old hearing child, with a working vocabulary of between 2,000 and 3,000 words, to a child of the same age, profoundly deaf since infancy, who may have only a few words at his command. Even more important than vocabulary level, however, is the child's ability to use his language for expressing ideas, needs, and feelings. By the age of 4 years, the hearing child in all cultures has already grasped the rules of grammar syntax that enable him or her to combine words in meaningful ways.

Age Factors↗
PubMed2000

Developing a tobacco survey for deaf youth.

Formidable barriers hinder use of standard data collection methods among deaf youth. Culturally and linguistically sensitive data collection strategies are needed to identify the unmet health and programming needs of this population. Unfortunately, researchers often fail to describe the issues involved in developing such targeted methods. The authors describe development of a culturally appropriate data collection instrument for a study of tobacco-related knowledge, attitudes, and practices among deaf youth. The instrument uses interactive multimedia technology to administer a questionnaire translated into the primary languages used by the Deaf. The procedures taken to accommodate this technology to these languages and to Deaf culture are described. This process yielded useful insights with respect to data collection not only among the Deaf, but among other frequently overlooked and underserved populations as well.

Adolescent↗
PubMed2003

Language skills of children with early cochlear implantation.

OBJECTIVE: This study investigated factors contributing to the comprehension and production of English language by children with prelingual deafness after 4 to 7 yr of multichannel cochlear implant use. The analysis controlled for the effects of child and family characteristics so that educational factors most conducive to maximum implant benefit could be identified. DESIGN: A battery of language tests were administered to 181 8- and 9 yr-old children from across the United States and Canada who received a cochlear implant by age 5. Tests of comprehension, verbal reasoning, narrative ability and spontaneous language production were administered either in speech and sign or in the child's preferred communication mode. These constituted the Total Language measures. Spoken Language measures were derived from a speech-only language sample. Type and amount of educational intervention since implantation constituted the independent variables. Characteristics of the child and the family were considered intervening variables. A series of multiple regression analyses determined the amount of variance in Total Language and Spoken Language ability accounted for by the intervening variables and the amount of additional variance attributable to the independent variables. RESULTS: More than half of the children (with performance intelligence quotients in the average range) exhibited language skills that were similar to those of hearing 8 to 9 yr olds on measures of verbal reasoning, narrative ability, utterance length, and lexical diversity. Significant predictors of language ability were similar for Total and for Spoken Language outcomes and included greater nonverbal intelligence, smaller family size, higher socio-economic status and female gender. Age at receiving an implant did not affect language outcome. After the variance due to these variables was controlled, the primary rehabilitative factors associated with linguistic outcome were amount of mainstream class placement and an educational emphasis on speech and auditory skills. CONCLUSIONS: Use of a cochlear implant has had a dramatic impact on the linguistic competence of profoundly hearing-impaired children. More than half of the children in this sample with average learning ability produced and understood English language at a level comparable with that of their hearing age mates. Such mature language outcomes were not typical of children with profound hearing loss who used hearing aids. Use of a visual (i.e., sign) language system did not provide the linguistic advantage that had been anticipated. Children educated without use of sign exhibited a significant advantage in their use of narratives, the breadth of their vocabulary, in their use of bound morphemes, in the length of their utterances and in the complexity of the syntax used in their spontaneous language. An oral educational focus provided a significant advantage for both spoken and total language skills.

Canada↗
PubMed1989

The meaning of communication to a group of deaf college students: a multidimensional perspective.

The purpose of this study was to investigate the meaning of communication to deaf college students and to explore with them the range of skills and conditions that they consider important for communication. Ethnographic interviews with 23 first-year students at the National Technical Institute for the Deaf at Rochester Institute of Technology (NTID at RIT) were used to gather information about communication. Analysis of the interviews led to the organization of informants' comments into four dimensions of communication, including language-modality, affective, situational, and sociopolitical. These dimensions were then used to develop a multidimensional perspective on communication. The paper concludes with a discussion of the implications of a multidimensional perspective on communication for the development of comprehensive communication training programs for deaf people.

Communication↗
PubMed2006

Favorable outcome of cochlear implant in VIIIth nerve deficiency.

OBJECTIVE: To report on the outcomes of cochlear implantation (CI) in a child with cochleovestibular nerves (CVN) hypoplasia. STUDY DESIGN: Retrospective case review. SETTING: Tertiary referral center, University hospital. PATIENTS: An 18-month-old child with profound bilateral congenital hearing loss and bilateral hypoplasia of the CVN at imaging. INTERVENTION: Left CI at age 29 months with a Nucleus Contour device (Cochlear Ltd., Lane Cove, New South Wales, Australia) after unsatisfactory results of hearing aid use for 10 months. MAIN OUTCOME MEASURES: Speech perception tests, behavioral observation, electrophysiologic tests, and cognitive evaluation. RESULTS: Although the child scores poorly in every perceptive category with the CI alone, the device greatly enhances his speech understanding with the hearing aid in the opposite ear. In the bimodal condition, his words and sentences identification, recognition, and comprehension far exceed the monaural figures. The Meaningful Auditory Integration Scale (MAIS) tests reaches a score of 26/40, and the MacArthur's questionnaires confirm the improvement of language production and comprehension. These results became noticeable after 5 to 6 months and continued to improve up to the 10th month. The child's cognitive scores and overall performance competences greatly benefit from the CI, with the mental age overcoming the chronological age. CONCLUSION: We can confirm the chance of achieving satisfactory results by CI even when the imaging of CVN is doubtful and the electrophysiological tests are disappointing. In our experience, a CI in Type IIb dysplasia of the CVN is a feasible option, provided that the candidate shows some responses at aided audiogram and at least minimal signs of language development. Adequate counseling is necessary for these children because the expected outcome is somewhat lower than that of their deaf peers with normal appearance of the nerves.

Audiometry, Pure-Tone↗
PubMed1995

Hard-of-hearing or deaf: issues of ears, language, culture, and identity.

Most social work caseloads include some people who are deaf or hard-of-hearing, yet few social workers are attuned to the different and subtle ways in which hearing impairment can affect identity and relationships. People with hearing impairment make many self-defining choices--of communication method; language; and social, cultural, and political allegiance. Using information collected during a three-year research study of people with acquired hearing loss, this article defines and describes the complex and interrelated dimensions involved in assessing and serving people who are deaf or hearing impaired.

Adaptation, Psychological↗
PubMed2006

Ictal spitting in left temporal lobe epilepsy: report of three cases.

PURPOSE: Ictal spitting is rarely reported in patients with epilepsy. More often it is observed in patients with temporal lobe epilepsy (TLE) and is presumed to be a lateralizing sign to language nondominant hemisphere. We report three patients with left TLE who had ictal spitting registered during prolonged video-EEG monitoring. METHODS: Medical charts of all patients with medically refractory partial epilepsy submitted to prolonged video-EEG monitoring in the Epilepsy Unit at UNIFESP during a 3-year period were reviewed, in search of reports of ictal spitting. The clinical, neurophysiological and neuroimaging data of the identified patients were reviewed. RESULTS: Among 136 patients evaluated with prolonged video-EEG monitoring, three (2.2%) presented spitting automatisms during complex partial seizures. All of them were right-handed, and had clear signs of left hippocampal sclerosis on MRI. In two patients, in all seizures in which ictal spitting was observed, EEG seizure onset was seen in the left temporal lobe. In the third patient, ictal onset with scalp electrodes was observed in the right temporal lobe, but semi-invasive monitoring with foramen ovale electrodes revealed ictal onset in the left temporal lobe, confirming false lateralization in surface records. The three patients became seizure-free following left anterior temporal lobectomy. CONCLUSIONS: Ictal spitting is a rare finding in patients with epilepsy, and may be considered a localizing sign of seizure onset in the temporal lobe. It may be observed in seizures originating from the left temporal lobe, and thus should not be considered a lateralizing sign of nondominant TLE.

Adult↗
PubMed1984

Non-speech communication symbols and systems: where have we been and where are we going?

During the past quarter century, and especially during the past decade, we have seen the emergence of various non-speech communication symbols and systems as viable means of communication by and with severely handicapped individuals. A brief overview of the full range of both aided (static or graphic) and unaided (dynamic or manual) non-speech symbols and systems is presented. A hierarchy of difficulty, cognitive requisites, approximation to English (or other natural languages), abstraction, acceptance, etc. is considered. Advantages of non-speech communication are related to general input simplification, response production, receptive language/auditory processing, stimulus processing/stimulus association, and symbolic representation. The advantages of vocabulary limits and attentional facilitation for intervention with severely handicapped individuals are discussed. Major research issues are also explored.

Attention↗
PubMed2006

Educational responses to varying objectives of parents of deaf children: a Dutch perspective.

In 1999, Mary Brennan wrote "By recognising the child as, in effect, a 'little linguist' we are also recognising the power and effectiveness of the child's linguistic capacity" (Brennan, 1999). The recognition of the power and effectiveness of deaf children's linguistic capacity needs to be taken a step further. Focus should be on the conditions in the children's environments necessary to develop their linguistic capacity to its fullest potential and to enhance the use of this capacity in academic and social learning. This leads to the issue of the identification of the right language and instructional mix for deaf children, the topic that is addressed in this article. Essential in this process of identification are the educational objectives parents of deaf children have and the choices they make. This is related to a second issue, that of professional advice. Both issues are characterized by several dilemmas. These dilemmas are illustrated and directions are put forward that will enable educators to negotiate these dilemmas.

Child↗
PubMed1983

Early adolescent deaf boys: a biopsychosocial approach.

In this chapter I have reviewed observations from clinical consultation and group-therapy work with early adolescent deaf boys in a special day school for the deaf. I have stressed how problems in communication exert a profound effect on the lives of these youngsters, both by virtue of their past and present influence on family life and by their ongoing effect on peer-group processes and academic adjustment. Primary consideration was given to certain "here and now" aspects of these boys' lives: ongoing problems in the social fabric of their home and school; narcissistic vulnerabilities and defenses against shame; and language-processing difficulties. The ways in which these problems undermine the supportive effect of the peer group at a time when it plays a particularly important role in development were reviewed. By emphasizing current sources of difficulty, using a biopsychosocial approach, I hope to point out fruitful opportunities for significant psychiatric intervention in a psychiatrically vulnerable population whose needs for professional service have never been met.

Adolescent↗