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10.AR-Lang Issues

Aural Rehab SLP401

Communication options (3) 1.Listening and Spoken Language (LSL) 2.Manual-Visual Systems 3.Combined Systems
Listening and Spoken Lang (2) 1.Auditory-Oral Approach 2.Auditory-Verbal Approach
Manual-Visual Systems (3) 1.Amer. Sign Lang 2.Signed English systems 3.Fingerspelling
Combined Systems (2) 1.Total Communication (TC) 2.Cued Speech
AUDITORY/ORAL Approach -Residual hearing to develop spoken lang. -Full-time amplification. -Auditory cues w/ speech-reading. -Sign-language NOT encouraged. -Goal: integrate into hearing community. 1.Receptive: internal lang. dev. through early listening experiences. 2.Expressive: utilize spoken, written lang. 3.Hearing: early use of hearing tech. (aud. management)
Auditory/Oral parents Carry over goals, strategies, techniques from child's classroom setting into daily routines and play. Allows child to develop listening, speech recognition and speaking skills in an oral environment.
AUDITORY/VERBAL Approach -like AO, except use of visual cues discouraged (vision will hamper aud dev). -parents integrate listening and spoken lang into daily life. -special certification for AV Therapists. -Receptive: understand spoken lang through early, consistent intervention. -Goal: learning through listening in developmentally appropriate sequence. -Expressive: spoken/written English. -Hearing: early use of hearing tech
AMERICAN SIGN LANGUAGE -considered natural language of Deaf. -symbol of identity for Deaf. -lang with unique grammar. -amplification optional. -Rec: early lang concepts as well as higher order cog. skills via ASL. -Exp: ASL fluency & written English. -Hearing: individual decisions about amplification (more access to spoken lang).
ASL goals -internal lang that provides basis for Eng as 2nd lang & opportunity for academic achievement (written English, spoken when possible).
ASL parents -must commit to learning ASL & provide opportunities for interaction to ensure a future independent and fulfilled Deaf citizen.
Bi-Cultural Approach ASL as 1st, primary lang. English later, 2nd lang (reading, writing). Prob: Eng. skills tend to be poor.
SIGNED ENGLISH SYSTEMS (3) -Signed English (SE) -Seeing Essential English (SEE) -Signing Exact English (SEE2) -follow basic Eng structure -use ASL vocab -invented endings, pronouns, etc. -used w/Total Comm (TC) -users have greater accuracy with Eng morphosyntax
Seeing Essential English (SEE1) -visual presentation of Eng -parallel word order
-Signing Exact English (SEE2) -maintains syntactic structure of SEE1 while intelligible to ASL.
FINGERSPELLING exact, inefficient duplication of Eng.
TOTAL COMMUNICATION -combines manually coded Eng, fingerspelling, hearing, speech-reading, and speaking. -HA/CI encouraged. -hearing, speechreading, sign, fingerspelling for receptive lang. -speech, sign, finger spelling for exp. lang. -Rec: develops through speechreading, listening, exposure to speech & sign-based systems. -Exp: spoken Eng using sign in Eng word order, and written Eng. -Hearing: tech encouraged
CUED SPEECH Manual system to supplement speech reading. -hand cues reduce confusion among homophemes. -32 cues, 8 hand shapes (cons), 4 hand positions (vowels) -Rec: early use of Cued Speech, speechreading, & hearing -Exp: Cued spoken and written Eng -Hearing: tech. early
Most popular? Why? AO or AV. 90% -HI babies have 2 hearing parents. -outcomes for severe-profound kids have improved -early detection & tech have improved
Language deficits - form -Shorter, simpler sentences. -Overuse of certain patterns (subject-verb-object). -limited flexibility can lead to reading problems (active vs passive voice). -Infrequent use of adverbs, auxiliaries, conjunctions. -Decreased morphemes (plurals)
Lang. deficits - content Difficulty with: figurative lang (idioms, etc), homonyms, synonyms
Lang. deficits - use Restricted communicative intents. -Conversational devices (requests using name). -Conversational conventions (topic initiation, changing, turn-taking). -Repair strategies (clarification, rephrasing)
Language Acquisition factors -Degree of loss. -Age of onset (pre-/ postlingual). -Age of identification/intervention (congenital). -Other disabilities (cognitive, visual). -Use of CI (better than HA for similar loss)
Yoshinaga-Itano (1998) ID by 6 mos = higher scores than later ID, normal lang dev., regardless of loss up to 3yo
Moeller (2000) ID by 11mos = low normal scores regardless of loss up to 5yo , lower scores the later the ID.
Language Assessment (3) -Normed (standardized). -Criterion-based (skills checklist). -Language Sample (spontaneous).
Testing prep (6) 1.Make sure HA/CI is working. 2.Arrange environment for visual cues. 3.Minimize bkgd noise. 4.Speak distinctly, don't exaggerate. 5.Get attention for each item. 6.Use child's comm mode.
Speech Impairments (3) Arcticulation. Suprasegmantal. Resonance
Lang Intervention Structured vs. Natural
Structured intervention Methodical. Vocab, grammar, sentence practice. Criticism: not flexible, lacks carryover to spontaneous lang)
Natural intervention Functional, child-centered, meaningful experiences. Used w/ preschoolers.
Created by: ashea01



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