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DEAF SPEECH.   Term Paper ID:29607 Click to get this paper

Essay Subject: Interventions for prelingual/lingual deaf children.... More...

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Paper Abstract: Interventions for prelingual/lingual deaf children. Goals of auditory habilitation programs. Development of age-appropriate language skills and oral/aural communication skills. Examines current research that discusses the anatomy and/or physiology of deaf speech and its relation to the practice of speech-language pathology. Speech-language interventions. Paper Introduction: Deaf Speech: Interventions for Prelingual/Lingual Deaf Children Introduction The ultimate goals of auditory habilitation programs for children with impaired hearing include the development of age-appropriate language skills and oral/aural communication skills sufficient for them to function without accommodation at school and, eventually, in the larger community (Blamey, Sarant, Paatsch, Barry, Bow, Wales, et al, 2001). Many children with hearing impairments ranging from the moderate to the profound fail to develop prelingual vocal capabilities as a consequence of their impairment. According to Meyen and Skrtic (1995), the use and comprehension of language by hearing impaired children is, on average, below that of their normally hearing peers; in addition, the speech of the average prelingually hearing Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. Of five possible variables (i.e., age, atimplantation, number of inserted electrodes, origin of deafness, mode ofcommunication, and socioeconomic group), age at implantation and oralcommunication were more significant in contributing to success in speechrecognition than number of electrodes, socioeconomic group or the originsof deafness. However,relative to the children with normal hearing, the impaired children showednormal Garner interference when attending selectively to the word dimensionand reduced Garner interference when attending selectively to the talker-gender dimension. Research indicates that thesocial and emotional development of deaf children - regardless of thecausal factors contributing to the child's impairment, with the exceptionof genetically inherited deafness due to anatomical abnormalities - withhearing parents will be inversely related to the level of hearing loss. Speech perceptioncan, however, vary widely after implantation. (2 ). Denver: Love Publishing.Miller, P. Journal of Speech, Language and Hearing Research, 41(4), 887-1 .Maximizing auditory and speech potential for deaf and hard-of- hearing children. The Lancet, 356(9228), 466-468.Pittman, A.L., & Stelmachowicz, P.G. (1999). The results of the study provide supportfor the belief that sensory information provided by a tactile modalityenhances speech perception if not speech production in hearing impairedchildren. Universal screening for all newborns prior to leaving thehospital r birthing center is seen as essential; technology now exists toprovide for the safe, early and cost-effective processes of assessinghearing in newborns. Relationships among speech perception, production, language, hearing loss, and age in children with impaired hearing. An intensive, hierarchical, and systematic training programusing words and speech pattern contrast was employed. Miller (1997) reported that the performance of the two deaf groupsindicates that permanent auditory deprivation leads to substantiallyreduced phonemic awareness, but does not entirely block its development.Contrary to expectations, the development of phonemic awareness inindividuals with impaired hearing does not appear to be significantlyaffected by a preferred communication mode. Jerger, Martin, Pearson, and Dinh (1995) commented that children withmild to severe sensorineural hearing loss often use hearing aids andaural/oral language as their primary mode of communication, but relativelylittle is known about how speech is processed by these children. Specifically, at the end of the training sessions, thetactile supplementation increased word recognition scores in a 44-word,closed-set task by 12 percentage points, the detection of consonant infinal position by 5 percentage points, the detection of sibilant in finalposition by 3 percentage points, and defection of voicing in finalposition by 25 percentage points. (1997). A study by Lederberg and Everhart (1996) compared the communicationof deaf children and their hearing mothers with that of hearing childrenand their mothers from transition from infancy to preschool. In both groups of children,correlations between the use of informative/heuristic functions along withmeasures of language development indicated that the more mature uses oflanguage co-occur with several variables. American Annals of the Deaf, 142(3), 71-8 .Vaccari, C., & Marschark, M. The Hearing Journal, 52(11), S1-S2.Meyen, E.L., & Skrtic, T.M. The study examined the perceptual-weightingstrategies and performance-audibility function of a sample of 11 moderatelyhearing impaired children, 11 age-matched nonimpaired children, 11moderately hearing impaired adults, and 11 normally hearing adults. (2 ). Age differences in the use of informative/heuristic communication functions in young children with and without hearing loss who are learning spoken language. Journal of Speech, Language and Hearing Research, 44(2), 264-296+.Jerger, S., Martin, R., Pearson, D.A., & Dinh, T. Determinants of speech perception in children after cochlear implantation. O'Donoghue, Nikopoulos, and Archbold (2 ) also examined issuesrelated to speech-language pathology with respect to the use of cochlearimplants in young children. Appropriate amplification levels must bedetermined and subsequently adjusted in cases where prelingual hearing lossis found to be progressive. Theirresearch investigated how the multi-dimensional information underlyingaccurate speech perception is processed by such children. For both types of functions, there was a systematicage-related shift in the PI functions, suggesting that for young children ahigher AI is required to achieve performance equal to that of adults. Nicholas (2 ) stated that the data generated by the study suggestedthat there is a somewhat different pattern of communicative functiondevelopment in children with and without hearing loss. Journal of Speech, Language and Research, 43(4), 9 2-915.Struckless, E.R., & Birch, J.W. Pittman and Stelmachowicz (2 ) reported both hearingsensitivity and age effects. For deaf individuals withexcellent sign language skills, the functional impairment caused byprelingual deafness may be restricted to the processing of phonologicalinformation. Journal of Speech, Language and Hearing Research, 43(2), 38 -394+.Nicholas, J.G., & Geers, A.E. Rubinstein (2 2) discussed the debate about cochlear implants indeaf children who have not yet learned to speak (i.e., prelingualchildren). Among the primary causal factorsassociated with hearing loss and deafness are genetic origins (25 percentof all cases), conditions such as autoimmune inner ear disease, meningitis,or maternal cytomegalovirus infection acquired during pregnancy. (1997). Rubinstein (2 2) argued that the call for cultural recognitionof a "Deaf Community" that employs visual or sign language as a primaryspeech communication mode has mitigated against early cochlear implantationin young children. Deaf children were observed to communicate with more visualcommunication or gestural signs than linguistic vocalization. Althoughthe oral deaf children used a normal range of function, both the quantityand proportions differed from normally hearing children. All subjects, including the hearing control group, had amean grade level of 6. Kishon-Rabin, Haras, and Bergman(1997) evaluated the contribution of a two-channel vibrotactile aid to theaudiovisual perception of speech in four young children with profoundhearing loss. A recent report in The Hearing Journal (Maximizing auditory andspeech..., 1999) identified the most common anatomical and physiologicalcauses of hearing loss in young children. (1995). The goal of the study was to determinewhether and how early manual communication affects the acquisition ofspeech, ability to read, speech reading, psychosocial development andwritten language. Inaddition, many genetic causes of hearing loss are known to be progressive,underscoring the need for early and frequent assessment and treatmentmodification. Results reported by Blamey, et al (2 1) indicated that rates ofimprovement after intervention were not correlated significantly with thedegree of hearing loss. The relation between stimulus context, speech audibility, and perception for normal hearing and hearing impaired children. Vaccari and Marschark (1997) focused their research on communicationbetween parents and their deaf children. Journal of Speech, Language and Hearing Research, 4 (5), 1151-1154+.Nicholas, J.G. A study by Yoshinaga-Itano, Sedey, Coulter and Mehl (1998) compared 15 deaf or hearing impairedchildren for age-at-diagnosis and language skills. Journal of Speech and Hearing Research, 38(4), 93 -949.Kishon-Rabin, L., Haras, N., & Bergman, M. The influence of early manual communication on the linguistic development of deaf children. ReferencesBlaney, P.J., Sarant, J.Z., Paatsch, L.E., Barry, J.G., Bow, C.P., Wales, R.J., Wright, M., Psarros, C., Rattigan, K., & Tooher, R. Spoken language scores of the deaf children at age 5 yearswere best predicted by: 1) more frequent use of speech at age 36 months; 2)more frequent use of the Statement function; and 3) relatively infrequentuse of the Directive function. The specific population to be studied consists of pre-school and early elementary school-age children presenting with moderate toprofound hearing impairments. For example, thedeaf children exhibited about equal use of speech, vocalizations andgestures, whereas the normally hearing children used speech almostexclusively. The results suggestthat concentrated and effective language training is needed, regardless ofwhether the child has a hearing loss requiring a cochlear implant or a lossof such a degree that a hearing aid will be sufficient to facilitateadequate auditory function. The ages of the subjectswere 12 to 54 months. (1998). The purpose of this report is to draw upon the current literature toidentify state-of-the-art research that discusses the anatomy and/orphysiology of deaf speech and its relation to the practice of speech-language pathology. However,it can facilitate acquisition of language and speech reading skills amongdeaf children commonly manifested through written expression. Subjects were fitted either with a cochlearimplant (individuals with a mean unaided pure-tone-average hearing loss of1 6 dB HL) or a hearing aid (subjects with a mean unaided pure-tone-hearingloss of 78 dB HL). Bothchildren with normal hearing (n = 9 ) and children with hearing impairment(n = 4 ) showed some degree of interference, implying that the dimensionsof speech are not processed independently by these children. Communication between parents and deaf children: Implications for social- emotional development. (1997). Multisensory speech perception of young children with profound hearing loss. Thus,significantly better language development is associated with earlyidentification of hearing loss and early intervention, regardless of thecausal antecedents of the hearing loss (i.e., conductive, viral, genetic,or traumatic causes). Nicholas (2 ) studied age differences in the use of informative orheuristic communicative functions in young children with and withouthearing loss who are learning spoken language. This was affirmed by numerous research studies. (1997). The final study to be discussed herein was conducted by Pittman andStelmachowicz (2 ). (1998). Deaf Speech: Interventions for Prelingual/Lingual Deaf ChildrenIntroduction The ultimate goals of auditory habilitation programs for childrenwith impaired hearing include the development of age-appropriate languageskills and oral/aural communication skills sufficient for them to functionwithout accommodation at school and, eventually, in the larger community(Blamey, Sarant, Paatsch, Barry, Bow, Wales, et al, 2 1). More significantly, Stelmachowicz, et al (2 ) found that amonghearing impaired children the results of the tests were relatively similarin the context of age to those generated by the normally hearing children.This suggests that the addition of auditory hearing aids in young childrenwith hearing impairments may be extremely helpful in facilitating speechrecognition and production. The hypothesis underlying this study and its relevant task was thatperformance for the target dimension will be unaffected by which ishappening on the non-targeted dimensions (Jerger, et al, 1995). The hearing impaired listeners required alower level of audibility than the normally hearing listeners to achievesimilar levels of performances. The primary purpose of the study was to evaluatewhether the pattern of age differences seen in the two groups of childrenwere similar patterns that occur at differing chronological ages or whetherthey are dissimilar patterns altogether. Results revealed that early manual communication has noeffect on the deaf student's speech and psychosocial development. Thelongitudinal study conducted by these authors contained a sample of 2 deafand 2 hearing children observed during free play with their hearingmothers when the children were 22 months and 36 month of age. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38(7), 793-8 1.Yoshinaga-Itano, C., Sedey, A.L., Coulter, D.K., & Mehl, A.L. The results indicated that the addition of the tactile modality to theauditory and visual modalities enhanced speech perception performancesignificantly. Results indicted that regardless of theanatomical or physiological causes of deafness, employment of communicationfunction that are more informative or heuristic than others can enhancelanguage competence among young deaf or hearing impaired children. (1997). Theliterature suggests that regardless of the cause or anatomical locus ofhearing impairments, early assessment and intervention are necessary tofacilitate maximum language development in the hearing impaired child.Variables such as the use of assistive auditory devices, role of maternalor other caregiver, and type of speech therapy are all considered herein. However, the literature suggests that for theprofoundly deaf child under the age of two, implantation can result inenhanced capacity to acquire oral speech competency in conjunction withspeech-language interventions. Communication behavior ofthe children was coded for modality and communicative function. Early manual communication training for deaf children and childrenwith significant hearing impairments has long been recognized as aneffective intervention strategy. The researchers concluded that early diagnosis andintervention - including both cochlear implant and targeted speech-languagetherapy - were likely to result in better language skill development forprofoundly hearing impaired children regardless of origin of deafness. Another 16 deaf students,all of them deaf children of deaf parents, acquired sign language as theirprimary language. The so-called "GarnerInterference" - suggesting that if these dimensions are not processedindependently, listeners will not be able to attend selectively andperformance for the relevant dimension will be affected by what ishappening on the irrelevant dimension - was also tested. Thepurpose was to determine the perceptual-weighting strategies of hearingimpaired children relative to other groups and to determine the audibilityrequired by each group to achieve a criterion level of performance.Stimuli were four nonsense syllables with the vowel, transition, andfricative segments identified along the temporal domain and each segmentamplified randomly within each syllable during presentation. (2 ). A total of 4 profoundlydeaf children who were born in that condition or became deaf before the ageof three received a multichannel cochlear implant at the age of 52 monthsprior to the study. The pattern of results, according to Jerger, et al(1995), suggests that the auditory dimension has a normal strength-of-processing level that makes it normally distracting and that the linguisticdimension has an underdeveloped strength-of-processing level that makes iteasier to ignore in children with hearing impairment. Degree orprofundity of hearing loss was associated in this study with earlyresponsiveness to aural communication and the ability to model (often inbabbled speech) heard sounds and, later, words and phrases. Results demonstrated significant differences in perceptual-weightingstrategies of hearing impaired and adults in comparison to their normallyhearing peers. Resultsindicate that a primary thrust of any speech - language interventionsshould be upon facilitating maternal vocalizations when mothers of deafchildren are communicating with their children. Pediatrics, 1 2(5), 1161-1172. +. (2 ). Multiple linear regression was usedto describe the relationships among the speech perception, production andlanguage measures, and trends over time. Miller (1997) conducted an experiment examining the effect ofcommunication mode on the development of phonemic awareness in two groupsof prelingually deaf children and a hearing control group. The Lancet, 36 (9331), 483-486.Stelmachowicz, P.G., Hoover, B.M., Lewis, D.E., Kortekaas, R.W.L., & Pittman, A.L. Yoshinaga-Itano, et al (1998) stated that for children with normalcognitive abilities in their study, the language advantage associated withidentification and intervention prior to age six months was found acrossall test ages, communication modes, degrees of hearing loss, andsocioeconomic status. Compared to hearing children, the deaf children (regardless of thecauses of their condition) were severely language delayed, with deaf threeyear-olds using less language in the form of speech or sign than hearing 22-month-olds. (1995). He presented results of research that supports earlyimplantation, despite its controversial image and the tendency ofphysicians to recommend waiting for implantation until a child has maturedsomewhat. It was also independent of gender, minority status,and the presence or absence of additional disabilities. (2 1). The researcherstheorized that hearing-impaired children diagnosed before six months of ageare likely to develop better language skills than children diagnosed later. Visual-spatial methods ofinteracting were identified as developing naturally between parents and adeaf or profoundly hearing impaired child. Journal of Speech, Language and Hearing Research, 4 (5), 1135-1136.Lederberg, A.R., & Everhart, V.S. Blamey, et al (2 1) evaluated 87 primary school children withimpaired hearing using speech perception, production and language measuresover a three-year period. Theseresearchers assessed this relationship in a sample of 6 normal-hearingchildren, 23 hearing impaired children and 2 normal-hearing adults.Performance-intensity (PI) functions were obtained for 6 semanticallycorrect and 6 semantically anomalous sentences. All children were enrolled in oral/aural habilitationprograms, and most attended integrated classes with normally hearingchildren for part of the school day. Speech among members of this population isalso characterized by distortion of prosodic elements, includingprolongation of syllables, inappropriate fundamental pitch, inappropriatepitch variation, and hypo- or hypernasality. For each participant, anaudibility index (AI) was calculated during each presentation level andstatistical analysis conducted to estimate level needed to achieve 7 percent performance. The results documentedthat when linguistic improvements (e.g., increased vocabulary size andlonger sentence or utterance length) occur in deaf children who arelearning spoken English, they are used for appropriate and informativesocial purposes commensurate with language age. The effect of communication mode on the development of phonemic awareness in prelingually deaf students. Perception of voiceless fricatives by normal hearing and hearing impaired children and adults. Sixteen of thedeaf students were trained orally, using spoken language as their principalmeans of communication at home and at school. The use of languagefor social purposes was found to be closely related to the achievement oftraditional age-specific language milestones. Several studies identified in the literature focused on variousanatomical and physiological aspects of speech production by children withvarying degrees of hearing impairment. These variables were identifiedby Nicholas (2 ) as increased frequency of communication, acquisition ofa larger vocabulary, and longer utterance length. Language of early- and later-identified children with hearing loss. The processingof the auditory and linguistic dimensions of speech was assessed with aspeeded selective-attention task; listeners were required to attendselectively to an auditory dimension (gender of the talker) and ignore alinguistic dimension (word) and vice-versa. Journal of Speech, Language and Hearing Research, 4 (6), 1314-1327.O'Donoghue, G.M., Nikolopoulos, T.P., & Archbold, S.M. The relation between stimulus context, speech audibility andperception for normally-hearing and hearing impaired children was examinedby Stelmachowicz, Hoover, Lewis, Kortekaas, and Pittman (2 ). Childhood hearing impairment: auditory and linguistic interactions during multidimensional speech processing. Many speech-languagepathologists and therapists are now employing an intervention strategyknown as the Total Communication Option, which encompasses appropriatemanual, aural, and oral modes of communication in order to ensure effectivecommunication with and among hearing impaired persons. A secondary purpose of the studywas to examine the relationship between the use of informative/heuristicfunctions and the acquisition of vocabulary and syntax. Early diagnosis andtargeted intervention are both necessary to maximize language skilldevelopment. After allowing for differences in language, speechperceptions cores in the auditory test condition showed a slight downwardtrend over time, which is consistent with the known biological effects ofhearing loss on the auditory periphery and brainstem. Communication of oral deaf and normally hearing children at 36 months of age. Communication between deaf children and their hearing mothers. Pediatric cochlear implantation: Prosthetic hearing and language development. Most such children - about 9 percent - have normally hearing parents. The researchers stated that cochlear implantsprovide access to the speech signal in those profoundly deaf children whoderive no material benefit from acoustic hearing aids. Among the most important research foci identified inthe study was the use of cochlear implants and other assistive devices inenhancing the language skill development of hearing impaired children. Journal of Speech, Language and Hearing Research, 43(6), 1389-14 1+.Rubinstein, J.T. (2 2). The study was useful in that itillustrates the role played by audibility in speech and languagedevelopment among hearing impaired children.Summary and Conclusion This review of some of the relevant literature focused on and anatomyand physiology of deaf speech and its relation to the practice of speechlanguage pathology has addressed several concerns focused on young hearingimpaired children. Exceptional Children and Youth. Results of the study supported this hypothesis after subjects had beentested using standardized and age-appropriate language tests such as theMinnesota Child Development Inventory. Many childrenwith hearing impairments ranging from the moderate to the profound fail todevelop prelingual vocal capabilities as a consequence of their impairment. Struckless and Burch (1997) conducted astudy on the influence of early manual communication on the linguisticdevelopment of deaf children. They hypothesized that maternaland paternal caretakers of deaf children would play a critically importantrole in facilitating early speech development. A selection of studies identifying thenature of the hearing loss and its level, along with speech-languageinterventions, will be presented below.Discussion As Meyen and Skrtic (1995) have noted, the speech of most severely andprofoundly prelingually hearing impaired children (and adults) ischaracterized by multiple articulatory errors, including neutralization ofvowels, nasalization of vowels, and omissions, distortions, andsubstitutions of consonants. Nicholas and Geers (1997) employed a sample of 18 orally educateddeaf and 18 normally hearing children at age 36-months and observed thesubjects in a play session with their mother. According to Meyen and Skrtic (1995), the use and comprehension oflanguage by hearing impaired children is, on average, below that of theirnormally hearing peers; in addition, the speech of the average prelinguallyhearing impaired child is significantly impaired relative to the norm. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.