Aural Rehab SLP401
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| Communication options (3) | 1.Listening and Spoken Language (LSL) 2.Manual-Visual Systems 3.Combined Systems |
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| Listening and Spoken Lang (2) | 1.Auditory-Oral Approach 2.Auditory-Verbal Approach |
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| Manual-Visual Systems (3) | 1.Amer. Sign Lang 2.Signed English systems 3.Fingerspelling |
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| Combined Systems (2) | 1.Total Communication (TC) 2.Cued Speech |
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| 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)
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| 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. |
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| 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
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| 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).
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| ASL goals | -internal lang that provides basis for Eng as 2nd lang & opportunity for academic achievement (written English, spoken when possible). |
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| ASL parents | -must commit to learning ASL & provide opportunities for interaction to ensure a future independent and fulfilled Deaf citizen. |
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| Bi-Cultural Approach | ASL as 1st, primary lang. English later, 2nd lang (reading, writing). Prob: Eng. skills tend to be poor. |
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| 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
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| Seeing Essential English (SEE1) | -visual presentation of Eng -parallel word order |
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| -Signing Exact English (SEE2) | -maintains syntactic structure of SEE1 while intelligible to ASL. |
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| FINGERSPELLING | exact, inefficient duplication of Eng. |
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| 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
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| 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
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| 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 |
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| 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) |
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| Lang. deficits - content | Difficulty with: figurative lang (idioms, etc), homonyms, synonyms |
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| Lang. deficits - use | Restricted communicative intents. -Conversational devices (requests using name). -Conversational conventions (topic initiation, changing, turn-taking). -Repair strategies (clarification, rephrasing) |
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| 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) |
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| Yoshinaga-Itano (1998) | ID by 6 mos = higher scores than later ID, normal lang dev., regardless of loss up to 3yo |
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| Moeller (2000) | ID by 11mos = low normal scores regardless of loss up to 5yo , lower scores the later the ID. |
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| Language Assessment (3) | -Normed (standardized). -Criterion-based (skills checklist). -Language Sample (spontaneous). |
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| 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. |
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| Speech Impairments (3) | Arcticulation. Suprasegmantal. Resonance |
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| Lang Intervention | Structured vs. Natural |
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| Structured intervention | Methodical. Vocab, grammar, sentence practice. Criticism: not flexible, lacks carryover to spontaneous lang) |
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| Natural intervention | Functional, child-centered, meaningful experiences. Used w/ preschoolers. |
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