Outline for Question 1 (Nov. 11)
Language Development:
What do we know about the impact of a hearing loss upon language development?
I. Normal Language Learning Environment
Bodner-Johnson, B., & Sass-Lehrer, M. (2003). The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education. Language, Literacy, and Cognitive Development in the first 5 years, 377-394.
a. Language deprived verses Language delayed
b. Joint Attention
II. Impact of a Hearing Loss on the Environment
http://www.babyhearing.org/LanguageLearning/index.asp
a. Where to start upon learning my child is deaf
i. Parents’ pattern of responses
ii. Focus is on what the child can’t do as opposed to what the child can do – notes from 10/28
iii. Parental instinct is probably correct but parents feel helpless-notes from 10/28
iv. Lack of knowledge leads to doubting themselves as parents
b. What the parents have been told and what they have read
i. Focus has been on modality not on language, which should be the other way around – notes from 10/28
ii. Who can parents believe
III. Patterns of Performance Demonstrated by Deaf and Hard of Hearing Children
a. What is the affect deafness has on learning language?
i. Insert a chart here – mother/child interaction = performance of the child – 10/28
ii. Interaction comes before language development-notes from 10/14
1. Focus needs to be on the family not just the child –10/28
2. Parents feel like the surrogate teacher – 10/28
3. Natural learning needs to be stressed – notes from 10/28
4. Parents behavior impacts their child’s behavior –10/28
b. Joint attention
i. Once kids have 50 words, they make the connection – 10/14
ii. Increase communicative needs (Spencer, 2000)
iii. Insert table (mother/child interaction = performance of child)
c. The goal is for the child to be able to ask questions????
i. Questions are critical language learning skill (Nicholas, 2000)
ii. B. Schrimer pgs 112-116
iii. http://www.nidcd.nih.gov
Transitional Sentence to Question 2:
“What makes the choice work for your child is what makes the choice right.”
Hands and Voices – “What’s in a name” article (posted Jan. 27)
“Joint attention comprises the major developmental achievement that emerges toward the end of the first year of life and may be regarded as the crown of prelinguistic development.” (Zaidman-Zait and Dromi, 2007) pg 1166
Pointing also constitutes a highly significant means for enhancing collaboration with adults. “Research on the emergence of pointing has demonstrated that pointing is closely linked to the establishment of reference and, hence, considerably enhances the rate of learning conventional words.” (Z-Z and D 2007) pg 1167
“Several studies have revealed that early referential gestures are initially embedded in everyday routinized activities, as their use is linked to the child’s early social experiences in communicating with the primary caregivers.” (Caselli 1990; Zaidman-Zait, 2001; but see also Goldin-Meadow & Mylander, 1984 – Z-Z & D 2007) pg 1167
Research has shown that hearing loss identification and intervention within the first months of life are the primary predictors for successful language outcomes, with a significant distinct advantage to those children placed in habilitation programs during the first 6 months of life (Calderon & Naidu, 2000; Moeller, 2000; Yoshinaga-Itano, 2003 – Z-Z & D, 2007) pg 1167
Children with hearing loss no longer miss the window of opportunity for developing communication and language in the first 2 years of life (Lederberg, 2003; Yoshinaga-Itano, 2003). Clinicians and deaf educators working with toddlers who have hearing loss can now introduce prelinguistic communicative skills as important goals for early intervention. (Z-Z & D, 2007) pg 1167
Several studies on communication patterns between hearing mothers and their children with hearing loss revealed difficulties faced by the mothers in adapting to the very unique visual needs of their young children (Z-Z and D, 2007) pg 1168
Studies on prelinguistic prerequisites to vocabulary learning have repeatedly stated that triadic interactions involving the adult, the child, and an external object are of utmost importance for the establishment of shared reference and for learning new words (Z-Z and D, 2007) pg 1175
To achieve shared visual attention, children with profound hearing loss need to simultaneously manage two competing visual stimuli. They must coordinate their looking behavior between the picture in the book and the mother’s face, lips, and/or signs that convey the linguistic information (Swisher, 1992 – Z-Z and D, 2007) pg 1176
In many centers for deaf education and early intervention around the world, family –focused programs are now implemented with babies in the first and second years of life. In such programs, collaboration with parents constitutes a central goal (Sass-Lehrer & Bodner-Johnson, 2003 – Z-Z and D, 2007) pg 1176
There is clearly more than one path to successful language development in severe to profoundly deaf children. Each family with a deaf child is unique in its needs and desires and in the opportunities that are available to it. (Nicholas & Geers, 2003) pg 435
Language development is positively and significantly affected by the age of identification of the hearing loss and age of initiation into intervention services. Both speech development and social-emotional variables are highly related to language development. (Y-Itano, 2003) pg 11
Early identification and intervention do not directly predict outcomes in speech development. Early identification / intervention predicts better language development. Better language development predicts better speech intelligibility. (Y-Itano, 2003) pg 19
Earlier diagnosis allows the families to obtain information and receive counseling support over a longer period of time. The children are not yet delayed in their language development, and families have the opportunity to provide their children with access to language that could prevent significant delay. (Y-Itano, 2003) pg 26
Information I have yet to learn: