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PubMed1993

The expressive communication of hearing mothers and deaf infants.

This paper describes the expressive communication and language of seven hearing mothers and their deaf infants. Severe-profound or profound bilateral sensorineural hearing loss was identified in the infants by 7 months of age; intervention programs emphasizing use of signing systems plus speech were started before 9 months of age. Communication behaviors during free play were observed when the infants were 12 and 18 months old. The frequency of the mothers' signing at 12 and 18 months was significantly correlated: mothers' patterns of frequent or infrequent signing were evident within several months of their infants' entry into programming. Mothers who signed most frequently reported that other adults (father and other relatives, friends) were also learning and using signs. Frequency of sign production by the infants at 18 months correlated significantly with frequency of sign production by the mothers when the infants were 12 and 18 months. The mothers' reports of their typical frequency of signing and of the sign lexicon size of their infants failed to correlate significantly with observed performance.

Adult↗
PubMed1986

An evaluation of the relationship between receptive speech skills and expressive signing.

We examined the effects of receptive speech on the acquisition of manual signing among three mentally retarded children. In an alternating treatments design, we compared the acquisition of expressive signs that were, versus were not, in a child's receptive vocabulary. The children were trained via total communication in which pictorial referents were named during sign training. Signs corresponding to known words were generally acquired faster and retained better than signs corresponding to unknown words. We conducted posttests to assess the stimulus control of signing and any changes in expressive and receptive signing and speech. Observed changes in performance could be accounted for by attention to aspects of the stimulus complex during training and functional equivalence of stimuli established by training.

Child↗
PubMed1978

A simultaneous comparison of three methods for language training with an autistic child: an experimental single case analysis.

In a single-case, simultaneous-treatment design, three methods for experimental language acquisition in one autistic child were compared using a Latin square design and trend-line analysis. Results showed a total communication approach to be significantly superior to sign-based and verbalization approaches. The verbalization treatment resulted in decreased performance. Results indicate that use of a cross-modality inhibitory process to explain the alleged superiority of the sign-based approach is questionable. Variation among autistic children indicates a need for further research and for caution against premature acceptance of a given treatment approach or theoretical explanation.

Autistic Disorder↗
PubMed2005

[Sexual abuse of female children and adolescents--detection, examination and primary care].

Epidemiological studies show a prevalence of sexual abuse experience among girls from 14-33%. Although indicators of abuse are unspecific, the combination of several findings may be indicative: Somatic signs may be sexually transmitted diseases, vulvovaginal complaints. Psychosocial nonsexual indicators are abrupt behavioural changes, running away from home, eating disorders. Psychosexual signs are hypersexualisation of the language and behaviour, disturbed body image and gender identity. Indirect evidence of abuse is given not only in cases of old vaginal and anal lesions but also in situations, where deep tears of the hymen in the typical localization at the posterior part can be found. The workup and care for children in whom there is suspicion of abuse but no clear evidence asks for highly competent professionals in a multidisciplinary cooperation including pediatric gynecologists, child psychiatrists, children-protection groups and other specialists to avoid on one hand unjustified destabilisation or even destruction of familial structures but to assure on the other hand, that the child victims are treated and followed after in a short and long term comprehensive medical and psychosocial care.

Adolescent↗
PubMed1992

Brain energy metabolism in bilateral paramedian thalamic infarcts. A positron emission tomography study.

Positron emission tomography (PET) studies of the cerebral metabolic rate of oxygen (CMRO2) were performed in seven consecutive patients with bilateral paramedian thalamic infarcts (BPTI), selected on neuroradiological and clinical criteria. The latter consisted of sudden onset of coma or confusion followed by a persistent amnesia of varying severity, with or without language impairment and frontal lobe signs. There was a highly significant decrease of CMRO2 for the whole cortex as well as for all the regions analysed: medial-frontal, latero-frontal, temporal, sensorimotor and posterior associative cortex. The mean regional metabolic ratios (region/whole cortex CMRO2) were not significantly different from controls, indicating an essentially uniform effect in the cortex, except the sensorimotor ratio which was significantly increased. Diffuse cortical hypometabolism most likely reflects thalamo-cortical deafferentation secondary to damage to the 'non-specific' thalamic nuclei, while sparing of the latero-ventral thalamus presumably explains the relative preservation of the sensorimotor cortex metabolism. Although no clear-cut individual relationship was found between magnitude of cortical hypometabolism and the severity and pattern of neuropsychological impairment, the data suggest that the former underlies and/or reflects the latter. Further studies with higher resolution PET devices might shed more light on the relationships between distinct cognitive patterns and specific topography of cortical hypometabolism in BPTI patients.

Adult↗
PubMed2003

Conversational fluency of children who use cochlear implants.

PURPOSE: Children who have significant hearing loss often experience difficulty in engaging in everyday conversations. They may spend an inordinate amount of time in communication breakdown or in silence. The purpose of the present investigation was to assess the oral conversation fluency of young cochlear implant users using both objective and subjective measuring procedures. Conversational fluency relates to how smoothly a conversation unfolds. The children's performance was compared with that of children who have normal hearing, and related to other measures of communication skill and other child variables. DESIGN: One hundred eighty-one cochlear implant users and 24 children with normal hearing engaged in conversations with a clinician, using an oral mode of communication. Audio-video tapes of the conversations were analyzed to yield the following measures: percent of time the child and clinician spent trying to repair a breakdown in communication, percent of time the two spent sitting in silence, and the ratio between the amount of time the child spoke and the amount of time the clinician spoke. In addition, for the cochlear implant users, 10 judges viewed excerpts of the tapes and gave their impressions and reactions to the children and their conversations, using five-point rating scales. The objective and subjective measures were related to the children's speech intelligibility, mean length utterance, and speech recognition in both an auditory-only and auditory-plus-vision condition. RESULTS: The cochlear implant users spent significantly more time in communication breakdown and in silence than the children with normal hearing, and children who are in an educational placement that emphasizes oral communication spent less time in breakdown than children who are in educational placement that use both speech and sign. Speech intelligibility and receptive language were the best predictors of communication breakdown. Judges perceived children who spent less time in communication breakdown more favorably than children who spent more time, and reacted to them more positively. Finally, there was a high correlation between the subjective measures of the conversation and the objective measures. CONCLUSIONS: Educational programs should provide explicit instruction to promote conversational fluency. The results show a need for communication therapy, and suggest that the children will be perceived and reacted to more favorably if they learn how to manage communication difficulties. The results also support the need for extensive speech-language therapy for these children. The objective measures employed in this investigation appear to be a valid and useful means for assessing conversational fluency.

Canada↗
PubMed2005

Natural history of Rett syndrome.

Rett syndrome is a unique neurodevelopmental disorder, with onset of hypotonia, autistic tendency, and abnormalities of fine finger movements and gross movements of the arms in early infancy. Clinical features include specific age-dependent symptoms. Studies of early and late signs correlated locomotive dysfunction to language disability and stereotypy to regression of higher cortical functions. Studies of sleep parameters revealed early hypofunction of brainstem aminergic neurons and late occurrence of hypofunction of dopaminergic neurons, followed by receptor supersensitivity. The syndrome's pathophysiology suggests that early hypofunction of aminergic neurons interferes with the development of higher neuronal systems. Particular symptoms surface at different ages throughout the natural course of Rett syndrome, with regressional and static periods.

Age Factors↗
PubMed2001

[Sexuality covered by the body's silence].

The humane relations are mediated by the verbal and non-verbal communication. The non-verbal communication expresses our feelings and emotions, it complements, contradicts and replaces the verbal communication. This study reflects upon the non-verbal communication as a specific approach to sexuality covered by the bodies silence and it expresses the feelings which are determined by the interrelation process of each experience. The data were collected through individual interviews realized from January to March by the year 1995, according to the women from a countryside area in Rio Grande do Sul. It is included in this study the non-verbal signs of the "paralanguage", body language, touch language, and also clothes and items demonstrating the culture, value and cultural preconceptions about Sexuality.

Communication↗
PubMed1992

Family typology: the search for language.

Twenty three years of collecting data about family systems has been an adventure. The first product of this work was a family typology; much later we realized that we had also defined the process for making a typology. A survey of the literature suggests that there are many different family typologies in use around the world and that each is supported by an idiosyncratic language. These language differences are just one sign that there is little correspondence between the published typologies. The author proposes that hyperdimensional and invisible aspects of the family obscure the relationships between the many typologies. It is suggested that all typologies are related but as each of the typologists is looking at a different "visible" part of the family the connections are not apparent. A theory called the "Family Corpus" is offered to explain the differences and begin to make relationships between the various typologies evident. Information is offered from the field of biophysics that may point a direction for further research in and understanding of families.

Classification↗
PubMed1992

The role of parents in developing visual turn-taking in their young deaf children.

Young deaf children use their vision to gather both language input and information about the environment. This dual requirement greatly complicates conversational turn-taking for the children and their parents, particularly when interaction centers on a visual focus such as a book. Data are presented here on the onset and maintenance of visual attention to signing in three profoundly deaf children, ages 2;9-3;7 years, while interacting with their hearing mothers about a story told through pictures. The data indicate that the children's visual attention in this situation was quite variable, although all of them experienced problems with their need to focus simultaneously on two sources of information: the mother's signs and the picture book. Suggestions for developing visual turn-taking skills are made, based on the research on first-language acquisition and the interactions of deaf mothers with their children.

Attention↗
PubMed1989

Hand preference in gestures and signs in the deaf and hearing: some notes on early evidence and theory.

Research has shown that when persons with normal hearing accompany their speech with gestures, right-handers use more right-hand gestures, and left-handers use more left-hand gestures, although to a lesser extent (D. Kimura, 1973a, 1973b, Neuropsychologia, 11, 45-50, 51-55.). Comparable differences have been found in deaf persons when signing, with the direction of hand dominance for signing in both right- and left-handers corresponding to that for nonlinguistic actions (J. Vaid, D. Schemenauer, U. Bellugi, & H. Poizner, 1984, Hand dominance in a visual-gesture language. Paper presented at BABBLE, March, Niagara Falls, Ontario, Canada). In this paper, I recount early theories and observational data about hand dominance for gesture and signing, both in the hearing and the deaf. Several of these early theories and observations anticipate current work and also suggest new avenues for investigation.

Deafness↗
PubMed2004

Distinguishing dialect and development from disorder: case studies.

Seven case studies are presented to illustrate how the tasks in the proposed test battery provide the tools to distinguish language differences due to development or dialect from true signs of delay or disorder. The case studies exemplify different combinations of language strengths and weakness found among participants of extensive field research in the age range from 4 to 9 years. Special attention is paid to certain aspects of language development, such as time clauses or double wh-questions, in which dialect features play no role. All levels of performance, from the highest to the lowest, are found in children who are speakers of Mainstream American English (MAE) and the same is true for those whose language patterns indicate a strong variation from MAE.

Black or African American↗
PubMed2004

University of Wyoming, College of Engineering, Undergraduate Senior Design Project: the talking hand.

A glove was built using flex sensors to produce a voltage according to the amount of bend each finger produces when signing a letter of the alphabet. The glove detects and outputs in text the letter of the alphabet being signed as the wearer signs the different letters. The amount of bend causes a change in resistance, which in turn produces a specific voltage in accordance to the letter being signed. That voltage is then fed into a data acquisition card that runs into a personal computer. Through intensive programming and training of a special algorithm called a neural network; the input voltage to the data acquisition card will result in that letter being displayed in font on the monitor of the computer. The computer is then programmed to take the text that is displayed on the monitor and run it out of the PC into a store bought chipset that will convert the text to speech. Therefore, a person will be able to put on this glove, sign all twenty-six letters of the alphabet, see the letter they are currently signing output on the monitor, and hear it spoken in a pre-recorded voice.

Algorithms↗
PubMed1976

Two faces of sign: iconic and abstract.

In this paper, we show that the total range of the communication system of the deaf is considerably enriched but at the same time rendered more difficult to analyze, because pantomime and other spontaneous nonsign representations occur in the same mode as regular ASL signs in deaf discourse. We note that the rarification of what was originally nonsign depiction is clearly an important source of regular ASL signs. We show that criteria can be established that would distinguish the clear cases of pantomime from the regular ASL signs. Nonetheless, there remain a sizable number of regular ASL signs which, although they are neither pantomimic nor otherwise freely mimetic, still appear to retain an iconic cast. We show that very few ASL signs are actually transparent; that is, a nonsigner cannot guess the meaning of a sign in the absence of further information. On the other hand, many signs are iconic in the sence that nonsigners, when given the sign and its meaning, show considerable agreement in how the two are related. More important in terms of language and its users is the significance of iconicity for deaf signers themselves. This paper shows that while in special circumstances the deaf do play on iconic elements of certain signs for special effects, iconicity plays no observable role in the coding of signs in short-term memory. The abstract formational parameters definitely dominate. We further note that it is the abstract system and not purely iconic aspects that have determined observed historical changes in the form of ASL signs. We interpret this as indicating the deeper structural significance of the abstract formational level. Finally, we show that very widespread and productive grammatical processes, especially suited for a visual-gestural language, override the iconic aspects of signs also at the synchronic structural level.

Concept Formation↗
PubMedDate not supplied

[Primary progressive aphasia: its clinical variability: an analysis of 15 cases].

INTRODUCTION: Primary progressive aphasia (PPA) represents a clinical syndrome linked to multiple degenerative diseases. The diagnosis of PPA is made when language is the only area of salient and progressive dysfunction for at least the first two years of the disease. AIM: To evaluate the neuropsychological, neuropsychiatric and language characteristics of the PPA. PATIENTS AND METHODS: 15 patients with PPA underwent language, neuropsychological and neuropsychiatric evaluation, magnetic resonance imaging, computerized tomography and single photon emission computerized tomography. RESULTS: We observed a clear distinction between the oral expression patterns; the patients were classificated by type of aphasia. The most common sign of PPA was a word finding deficit, also known as anomia. Seven aphasia type Broca, four sensorial transcortical aphasia, two aphasia type Wernicke and two anomic aphasia were found in our patients. Depression, apathy, anxiety and irritability were the most prevalent neuropsychiatric sign. CONCLUSIONS: PPA is a language-based syndrome, that include fluent (normal articulation, flow and number of words per utterance) and nonfluent form of aphasia. It has been considered a cognitive term, however, PPA is associated with high prevalence of psychiatric manifestations. More research it will be necessary to evaluate the prognostic value of them. The slow and progressive deterioration of language provides an interesting model to understand the mechanisms and biological bases involved in the linguistic process.

Aged↗
PubMed1988

Teaching severely retarded persons to sign interactively through the use of a behavioral script.

The direct and generalized effects of a program for teaching severely mentally retarded individuals to sign interactively with one another in several social play situations was examined. As part of the teaching program, a behavioral script specifying the responses to be made was employed. The results indicated that participants showed an increase in their signing skills in a training play situation, generalized use of these skills in a second play situation, and maintained the trained skills over a two to four month period. Directions for future research are discussed.

Adolescent↗
PubMedDate not supplied

Novel word acquisition in children with Down syndrome: does modality make a difference?

Signing is a commonly used intervention technique for children with cognitive impairments who have expressive language delays. Novel word learning in three conditions (signed only, spoken only, signed and spoken combined) was compared for children with Down syndrome (2;1 to 5;2) and mental-age matched control children (1;4 to 2;6). Spontaneous imitations and responses to production and comprehension probes were examined after 5, 10, and 15 word exposures. No group differences in frequency of imitations or productions were obtained. The frequency of imitations was highest in the combined condition. Probed productions were infrequent, although novel words were produced most often in spoken and combined conditions. For both imitated and probed productions in the combined condition, the spoken portion was almost exclusively produced. Across conditions, children with Down syndrome comprehended fewer words than did control children. The evidence for and explanations of the facilitative effect of signs and the advantage of dual-method presentation are discussed.

Child↗