1. The document discusses the development of spoken language in deaf children, with a focus on the interaction between nature and nurture.
2. It emphasizes that hearing aids and cochlear implants can provide viable hearing, but residual hearing deficits still require enhanced nurturing environments to support cognitive, social, and language development.
3. The best approach involves indirect intervention through families by empowering parents and demonstrating techniques to make associations between sounds, objects, words, and events to help develop the child's cognition and language.
Childhood hearing loss and the development of spoken languageaboothroydgm
The document summarizes a presentation on childhood deafness and language development. It outlines several key premises: that most deaf children have hearing parents; hearing aids and implants can provide viable hearing; intervention is needed to address hearing deficits; and intervention occurs primarily through parents. It also discusses how spoken language relies on cognition and social cognition, and how hearing loss requires enhanced nurturing environments to facilitate natural development. The role of parents, audiologists, and other interventionists in assessing children's progress and adapting support is emphasized.
Cognitive linguistic therapy aims to improve communication skills impaired by cognitive issues. It promotes attention, memory, and problem-solving through individualized therapy. The document discusses cognition, cognitive processes like attention, language, learning, memory, perception, and thought. It explains how cognition impacts perceiving the world, forming impressions, filling in gaps, and interacting with the environment. It provides tips for developing children's cognition at home, such as reading daily, using language, singing nursery rhymes, engaging in creative play, puzzles, and movement.
Jeffrey was 14 months old and born with Down syndrome and a heart defect. He had not yet begun crawling or walking. The document discusses speech therapy techniques used with Jeffrey to help stimulate his oral muscles and language comprehension in order to aid his development in talking, as children with Down syndrome often learn skills like talking more slowly. These techniques included "mouth wakeup" activities and using short descriptive sentences to stimulate receptive language. Working with Jeffrey and teaching his parents similar techniques made progress in getting Jeffrey ready to talk.
Materials on which sounds are stored and can be reproduced mechanically and electronically is Audio resources, which may be used by a teacher which enhances learning of verbal information for students.
- Child psychiatry deals with psychiatric disorders that are relatively specific to children and adolescents, arising during development. These include intellectual disabilities, learning disorders, autism spectrum disorders, attention deficit hyperactivity disorder, and other conditions.
- Assessing children requires developmentally appropriate evaluations that involve families and others, using concrete language and observation. Diagnoses involve psychological testing and consider developmental norms.
- Common childhood conditions addressed in child psychiatry include intellectual disabilities, learning disorders, autism, ADHD and other neurodevelopmental and behavioral disorders. Treatment involves educational and behavioral interventions along with treating any comorbidities.
This document discusses strategies for improving English listening skills. It explains that learners often cannot hear words they don't know, distinguish sounds, or process meaning quickly enough. The document recommends activities to improve listening such as having students predict content from pictures or situations. It also suggests teaching language that learners are likely to hear in context using listening activities and recycling words, chunks, and conversations to help learners recognize and hear language automatically.
Communication and Language Development in ChildrenMichelleDempster
Communication develops through stages from birth. Children have different conversational styles like sociable, reluctant, own agenda, and passive based on personality and interactions. Language develops through 6 stages from discoverer to later sentence user as children's vocabulary and grammar skills grow. Factors like hearing, neurological issues, brain injury, disabilities, or physical impairments can affect speech and language development. Understanding a child's communication style and stage helps caregivers best support their development.
This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
Childhood hearing loss and the development of spoken languageaboothroydgm
The document summarizes a presentation on childhood deafness and language development. It outlines several key premises: that most deaf children have hearing parents; hearing aids and implants can provide viable hearing; intervention is needed to address hearing deficits; and intervention occurs primarily through parents. It also discusses how spoken language relies on cognition and social cognition, and how hearing loss requires enhanced nurturing environments to facilitate natural development. The role of parents, audiologists, and other interventionists in assessing children's progress and adapting support is emphasized.
Cognitive linguistic therapy aims to improve communication skills impaired by cognitive issues. It promotes attention, memory, and problem-solving through individualized therapy. The document discusses cognition, cognitive processes like attention, language, learning, memory, perception, and thought. It explains how cognition impacts perceiving the world, forming impressions, filling in gaps, and interacting with the environment. It provides tips for developing children's cognition at home, such as reading daily, using language, singing nursery rhymes, engaging in creative play, puzzles, and movement.
Jeffrey was 14 months old and born with Down syndrome and a heart defect. He had not yet begun crawling or walking. The document discusses speech therapy techniques used with Jeffrey to help stimulate his oral muscles and language comprehension in order to aid his development in talking, as children with Down syndrome often learn skills like talking more slowly. These techniques included "mouth wakeup" activities and using short descriptive sentences to stimulate receptive language. Working with Jeffrey and teaching his parents similar techniques made progress in getting Jeffrey ready to talk.
Materials on which sounds are stored and can be reproduced mechanically and electronically is Audio resources, which may be used by a teacher which enhances learning of verbal information for students.
- Child psychiatry deals with psychiatric disorders that are relatively specific to children and adolescents, arising during development. These include intellectual disabilities, learning disorders, autism spectrum disorders, attention deficit hyperactivity disorder, and other conditions.
- Assessing children requires developmentally appropriate evaluations that involve families and others, using concrete language and observation. Diagnoses involve psychological testing and consider developmental norms.
- Common childhood conditions addressed in child psychiatry include intellectual disabilities, learning disorders, autism, ADHD and other neurodevelopmental and behavioral disorders. Treatment involves educational and behavioral interventions along with treating any comorbidities.
This document discusses strategies for improving English listening skills. It explains that learners often cannot hear words they don't know, distinguish sounds, or process meaning quickly enough. The document recommends activities to improve listening such as having students predict content from pictures or situations. It also suggests teaching language that learners are likely to hear in context using listening activities and recycling words, chunks, and conversations to help learners recognize and hear language automatically.
Communication and Language Development in ChildrenMichelleDempster
Communication develops through stages from birth. Children have different conversational styles like sociable, reluctant, own agenda, and passive based on personality and interactions. Language develops through 6 stages from discoverer to later sentence user as children's vocabulary and grammar skills grow. Factors like hearing, neurological issues, brain injury, disabilities, or physical impairments can affect speech and language development. Understanding a child's communication style and stage helps caregivers best support their development.
This document discusses language development in deaf children. It notes that language develops through acquisition and learning, and that all languages are equal in facilitating development when accessible to a child. For typical development, a child needs an accessible language from ages 0-5, when 80% of total knowledge is learned and language develops in the brain. Deaf children of deaf parents and hearing children of deaf parents develop language normally when the language is accessible through full family integration and clear communication. However, deaf children of hearing parents often face communication problems as their need for language grows faster than their skills. Access to an accessible language is critical for cognitive development.
Getting to Know You: Early Communication Development from Birth to Three Yearsmilfamln
Infants share their needs and interests, as well as learn from social interactions within their everyday routines and activities. Recognizing children’s early communication signals is key to supporting their future development. Children learn about language and how it is used in their environment even prior to understanding and using words themselves. Join us as we explore the importance of early communication development and the initial stages of language expansion. We will share milestones that identify typical and atypical development along with resources which provide a deeper exploration of this topic.
Objectives:
*Identify at least 12 early developing gestures that are used by young children to share and gather information
*Describe early sound development milestones and identify red flags for atypical speech sound development
*Provide strategies for explaining how vocabulary and word combinations develop to families
*Discuss similarities and differences in communication development for Dual Language Learners
The document discusses language development and language disorders in children. It describes the stages of language development from birth to age 5. It also discusses several common language disorders, including aphasia, lisps, and autism. The causes of language disorders can include genetic factors, developmental problems, accidents, or damage to parts of the brain involved in language processing. Early intervention and treatment is important to address language delays or disorders in children.
Auditory perception- How sounds are received and interpreted by human beingsBabu Appat
The document discusses auditory perception and the processes involved. It explains that sound is detected by the ears and transmitted to the brain for interpretation. It describes how different animals can perceive different sounds and discusses factors beyond just hearing that affect auditory perception, including discrimination between sounds and focusing on important noises. The document also covers auditory synthesis, sequencing and the problems that can arise from injuries or difficulties with these perception processes.
This document discusses hearing loss in children and intervention strategies. It describes the different types of hearing loss, implications of hearing loss on communication and academics, and components of audiologic intervention. Intervention programs should address communication skills, academics, social skills, and self-esteem, and consider a child's residual hearing through appropriate amplification and acoustic environments. Professionals should collaborate with families to meet each child's unique needs.
This document discusses hearing and auditory processing skills that are important for learning support teachers. It covers the anatomy of the ear, causes of hearing problems, behavioral and language signs of hearing issues, what auditory perception is, and how hearing develops in children. Key auditory skills are defined, like listening, localization, segregation, recognition, discrimination, analysis, and memory. Suggested activities to develop these skills are provided, such as listening games, auditory treasure hunts, and sound categorization exercises. The importance of intervention for children with hearing delays is also mentioned.
Equitable Access: Discover the True Power of LanguageKelsey Skaggs
Presented by Kathleen Leos and Nigel Nisbet.
What does it feel like in today’s math classrooms for English language learners? Take a deep dive with leading ELL education advocate and expert, Kathleen Leos, into the importance of teaching mathematical language and concepts simultaneously and how to make this a reality in your schools, classrooms and communities. Discover why good teaching methods for English language learners are good teaching methods for all.
1) Language and speech development is a complex process that almost every human child succeeds in learning. It involves the development of language, communication of thoughts and feelings through symbols, and speech, the act of expressing thoughts through words.
2) Children progress through different stages in their first few years, starting with babbling, then their first words around 12 months, word combinations around 2 years, and simple sentences by 3-4 years old. Their ability to produce sounds also develops over time as they learn the phonetic patterns of their native language.
3) The development involves both biological and learned aspects. It provides insights into the human mind as children figure out the rules and structures of their ambient language through social interaction
"Near Somewhat?": Integrating Indicators into the IFSPearlyintervention
The New IFSP pages 2-3 will be introduced and case scenarios will be used to practice linking the child's development with the indicators in the assessment narrative. This webinar features Sandi Harrington from the I&TC of Norfolk and Karen Walker from the I&TC of Hanover who will be co-facilitating the discussion and sharing their own experiences with this process.
This chapter aims to: 1) Define language and describe its five main rule systems. 2) Describe the key milestones of language development from infancy through adulthood. 3) Discuss the biological and environmental contributions to developing language skills, including an interactionist view that language is shaped by both nature and nurture. It also provides a list of key terms and researchers relevant to the topic of language development.
This document discusses communication skills, specifically listening skills. It defines hearing as the physical perception of sound waves, while listening is the mental process of concentrating on sound, deriving meaning, and reacting. It describes the steps of listening as sensing words, interpreting meaning, examining statements, and responding appropriately. It also defines different types of listening like listening for enjoyment, information, or critically analyzing. The document outlines barriers to listening like external and internal distractions, the desire to talk, personal biases, and dividing attention across multiple tasks. Finally, it recommends working on concentration, practicing good listening habits, preparing oneself, listening for keys points, and taking notes to improve listening skills.
Every child that appears to have speech delay is not really the way it seems in each case. unless there is a clear hearing/ larynx deficit , there cangt be true speech delay. Its very prudent to pick up associated feature of communication delay, social delay, sensory issues and audiotory processing defects early without wasting time. A visit to a neuro developmental pediatrician usually helps solve the confusion in diagnosis. A delayed diagnosis may make them permanent disability. Dr kondekar addresses various forms of social communication and speech patterns that may point towards autism evaluation. Read Dr Kondekars way to manage autism DSM 5 way at www.pedneuro.in
Preschool Children With Special Needs:communication and language developmentArianny Calcagno
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
This case study involves a 9-year-old male who was referred for a central auditory processing disorder (CAPD) evaluation due to poor school performance, especially in verbally based subjects. Auditory tests revealed weaknesses in dichotic listening, frequency patterns, and auditory attention. Additional testing found atrophy in the right hemisphere of the brain. A multidisciplinary team was recommended to provide interventions including auditory training, prosody training using music, preferential classroom seating, and in-service teacher training.
Obstacles to reading can be physical, psychological, environmental, or socio-economic. Physically, visual or auditory impairments like farsightedness or speech impediments can affect reading ability. Psychologically, a lack of self-confidence or negative personality traits in the child can impact reading. Environmentally, poor conditions at home or school around lighting, seating, and ventilation can pose obstacles. Socio-economically, factors like low economic status, commercial influences in media, and government policies can also influence a child's reading achievement.
The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Auditory processing disorder (APD) refers to difficulties recognizing and interpreting sounds due to problems in the brain's auditory system. Children with APD may have trouble distinguishing similar sounds like "blue" and "ball" or processing information presented orally. While the exact causes are unknown, APD is often associated with conditions like dyslexia or developmental delays. Teachers can help students with APD by presenting information both visually and orally, having students repeat back instructions, and allowing extra processing time.
This document discusses various obstacles to reading achievement in children. Physical obstacles include visual or auditory impairments that make it difficult to differentiate letters. Psychological obstacles involve a lack of self-confidence or negative personality traits in the child or teacher qualities like lack of competence. Environmental factors also impact reading, such as poor lighting or seating at home. Socioeconomic status, commercial influences, and school reading programs can additionally influence a child's ability to read.
The document discusses how iPads, iPods, and microblogs like Twitter can be used for educational purposes and mobile learning. It describes apps like Living Language Spanish for iPads that accommodate different learning styles through features like audio playback, flashcards, and interactive games. For iPods, it recommends the One Minute Mandarin podcast for vocabulary learning with flashcards and quizzes. Microblogs like Twitter allow sharing of content, using hashtags for trending topics, uploading pictures, and interacting through group discussions.
Infant brain development occurs rapidly in the first 3 years as neurons form connections, with prenatal development laying the groundwork. Exposure to music during this time can boost higher level thinking as music lessons stimulate the brain. Parents can support development by engaging their baby's senses through touch, sight, sound, smell and language-rich activities like reading, pictures, and singing.
The document discusses how children learn and develop cognitively. It outlines Piaget's stages of cognitive development which include the sensorimotor stage from birth to age 2, the preoperational stage from ages 2 to 7, the concrete operational stage from ages 7 to 11, and the formal operational stage from age 11 and up. The document also discusses how children learn best through experiences and hands-on activities rather than just listening or reading. It notes that children can understand and remember concepts more easily when presented one at a time and when information is organized into meaningful chunks.
This document provides an overview of autism, including:
- The core characteristics of autism including social and communication impairments and repetitive behaviors.
- The spectrum of autism disorders ranging from more severe autism to higher functioning Asperger's syndrome.
- Potential causes including genetics and abnormalities in brain development.
- Common signs seen in young children including lack of social engagement and communication delays.
- Multidisciplinary testing and treatment including behavioral therapy, speech therapy, and individualized education plans.
- Challenges autistic children face including sensory processing issues and the need for structured environments.
Getting to Know You: Early Communication Development from Birth to Three Yearsmilfamln
Infants share their needs and interests, as well as learn from social interactions within their everyday routines and activities. Recognizing children’s early communication signals is key to supporting their future development. Children learn about language and how it is used in their environment even prior to understanding and using words themselves. Join us as we explore the importance of early communication development and the initial stages of language expansion. We will share milestones that identify typical and atypical development along with resources which provide a deeper exploration of this topic.
Objectives:
*Identify at least 12 early developing gestures that are used by young children to share and gather information
*Describe early sound development milestones and identify red flags for atypical speech sound development
*Provide strategies for explaining how vocabulary and word combinations develop to families
*Discuss similarities and differences in communication development for Dual Language Learners
The document discusses language development and language disorders in children. It describes the stages of language development from birth to age 5. It also discusses several common language disorders, including aphasia, lisps, and autism. The causes of language disorders can include genetic factors, developmental problems, accidents, or damage to parts of the brain involved in language processing. Early intervention and treatment is important to address language delays or disorders in children.
Auditory perception- How sounds are received and interpreted by human beingsBabu Appat
The document discusses auditory perception and the processes involved. It explains that sound is detected by the ears and transmitted to the brain for interpretation. It describes how different animals can perceive different sounds and discusses factors beyond just hearing that affect auditory perception, including discrimination between sounds and focusing on important noises. The document also covers auditory synthesis, sequencing and the problems that can arise from injuries or difficulties with these perception processes.
This document discusses hearing loss in children and intervention strategies. It describes the different types of hearing loss, implications of hearing loss on communication and academics, and components of audiologic intervention. Intervention programs should address communication skills, academics, social skills, and self-esteem, and consider a child's residual hearing through appropriate amplification and acoustic environments. Professionals should collaborate with families to meet each child's unique needs.
This document discusses hearing and auditory processing skills that are important for learning support teachers. It covers the anatomy of the ear, causes of hearing problems, behavioral and language signs of hearing issues, what auditory perception is, and how hearing develops in children. Key auditory skills are defined, like listening, localization, segregation, recognition, discrimination, analysis, and memory. Suggested activities to develop these skills are provided, such as listening games, auditory treasure hunts, and sound categorization exercises. The importance of intervention for children with hearing delays is also mentioned.
Equitable Access: Discover the True Power of LanguageKelsey Skaggs
Presented by Kathleen Leos and Nigel Nisbet.
What does it feel like in today’s math classrooms for English language learners? Take a deep dive with leading ELL education advocate and expert, Kathleen Leos, into the importance of teaching mathematical language and concepts simultaneously and how to make this a reality in your schools, classrooms and communities. Discover why good teaching methods for English language learners are good teaching methods for all.
1) Language and speech development is a complex process that almost every human child succeeds in learning. It involves the development of language, communication of thoughts and feelings through symbols, and speech, the act of expressing thoughts through words.
2) Children progress through different stages in their first few years, starting with babbling, then their first words around 12 months, word combinations around 2 years, and simple sentences by 3-4 years old. Their ability to produce sounds also develops over time as they learn the phonetic patterns of their native language.
3) The development involves both biological and learned aspects. It provides insights into the human mind as children figure out the rules and structures of their ambient language through social interaction
"Near Somewhat?": Integrating Indicators into the IFSPearlyintervention
The New IFSP pages 2-3 will be introduced and case scenarios will be used to practice linking the child's development with the indicators in the assessment narrative. This webinar features Sandi Harrington from the I&TC of Norfolk and Karen Walker from the I&TC of Hanover who will be co-facilitating the discussion and sharing their own experiences with this process.
This chapter aims to: 1) Define language and describe its five main rule systems. 2) Describe the key milestones of language development from infancy through adulthood. 3) Discuss the biological and environmental contributions to developing language skills, including an interactionist view that language is shaped by both nature and nurture. It also provides a list of key terms and researchers relevant to the topic of language development.
This document discusses communication skills, specifically listening skills. It defines hearing as the physical perception of sound waves, while listening is the mental process of concentrating on sound, deriving meaning, and reacting. It describes the steps of listening as sensing words, interpreting meaning, examining statements, and responding appropriately. It also defines different types of listening like listening for enjoyment, information, or critically analyzing. The document outlines barriers to listening like external and internal distractions, the desire to talk, personal biases, and dividing attention across multiple tasks. Finally, it recommends working on concentration, practicing good listening habits, preparing oneself, listening for keys points, and taking notes to improve listening skills.
Every child that appears to have speech delay is not really the way it seems in each case. unless there is a clear hearing/ larynx deficit , there cangt be true speech delay. Its very prudent to pick up associated feature of communication delay, social delay, sensory issues and audiotory processing defects early without wasting time. A visit to a neuro developmental pediatrician usually helps solve the confusion in diagnosis. A delayed diagnosis may make them permanent disability. Dr kondekar addresses various forms of social communication and speech patterns that may point towards autism evaluation. Read Dr Kondekars way to manage autism DSM 5 way at www.pedneuro.in
Preschool Children With Special Needs:communication and language developmentArianny Calcagno
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
This case study involves a 9-year-old male who was referred for a central auditory processing disorder (CAPD) evaluation due to poor school performance, especially in verbally based subjects. Auditory tests revealed weaknesses in dichotic listening, frequency patterns, and auditory attention. Additional testing found atrophy in the right hemisphere of the brain. A multidisciplinary team was recommended to provide interventions including auditory training, prosody training using music, preferential classroom seating, and in-service teacher training.
Obstacles to reading can be physical, psychological, environmental, or socio-economic. Physically, visual or auditory impairments like farsightedness or speech impediments can affect reading ability. Psychologically, a lack of self-confidence or negative personality traits in the child can impact reading. Environmentally, poor conditions at home or school around lighting, seating, and ventilation can pose obstacles. Socio-economically, factors like low economic status, commercial influences in media, and government policies can also influence a child's reading achievement.
The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Auditory processing disorder (APD) refers to difficulties recognizing and interpreting sounds due to problems in the brain's auditory system. Children with APD may have trouble distinguishing similar sounds like "blue" and "ball" or processing information presented orally. While the exact causes are unknown, APD is often associated with conditions like dyslexia or developmental delays. Teachers can help students with APD by presenting information both visually and orally, having students repeat back instructions, and allowing extra processing time.
This document discusses various obstacles to reading achievement in children. Physical obstacles include visual or auditory impairments that make it difficult to differentiate letters. Psychological obstacles involve a lack of self-confidence or negative personality traits in the child or teacher qualities like lack of competence. Environmental factors also impact reading, such as poor lighting or seating at home. Socioeconomic status, commercial influences, and school reading programs can additionally influence a child's ability to read.
The document discusses how iPads, iPods, and microblogs like Twitter can be used for educational purposes and mobile learning. It describes apps like Living Language Spanish for iPads that accommodate different learning styles through features like audio playback, flashcards, and interactive games. For iPods, it recommends the One Minute Mandarin podcast for vocabulary learning with flashcards and quizzes. Microblogs like Twitter allow sharing of content, using hashtags for trending topics, uploading pictures, and interacting through group discussions.
Infant brain development occurs rapidly in the first 3 years as neurons form connections, with prenatal development laying the groundwork. Exposure to music during this time can boost higher level thinking as music lessons stimulate the brain. Parents can support development by engaging their baby's senses through touch, sight, sound, smell and language-rich activities like reading, pictures, and singing.
The document discusses how children learn and develop cognitively. It outlines Piaget's stages of cognitive development which include the sensorimotor stage from birth to age 2, the preoperational stage from ages 2 to 7, the concrete operational stage from ages 7 to 11, and the formal operational stage from age 11 and up. The document also discusses how children learn best through experiences and hands-on activities rather than just listening or reading. It notes that children can understand and remember concepts more easily when presented one at a time and when information is organized into meaningful chunks.
This document provides an overview of autism, including:
- The core characteristics of autism including social and communication impairments and repetitive behaviors.
- The spectrum of autism disorders ranging from more severe autism to higher functioning Asperger's syndrome.
- Potential causes including genetics and abnormalities in brain development.
- Common signs seen in young children including lack of social engagement and communication delays.
- Multidisciplinary testing and treatment including behavioral therapy, speech therapy, and individualized education plans.
- Challenges autistic children face including sensory processing issues and the need for structured environments.
Auditory verbal therapy is an early intervention program that trains parents to maximize their hearing impaired child's speech and language development through normal age-appropriate communication using the auditory sense. The therapy focuses on developing listening, speech, language, and communication skills through play-based activities guided by principles of auditory development, parental guidance, and use of hearing technology to access all sounds. Auditory verbal therapists work one-on-one with parents and children to coach parents as the primary facilitators of their child's listening and spoken language development.
Communication problems and intervention for children with autismfouzia saleemi
This document provides information on communication problems and interventions for children with autism. It begins with definitions of autism and discusses how autism impairs communication, socialization, and sensory processing. It then outlines DSM-IV criteria for communication and social impairments in autism. Common communication issues seen in autism are described, including deficits in language comprehension and expression. Several treatment approaches are summarized, including Applied Behavior Analysis (ABA), Treatment and Education of Autistic and Related Communication Handicapped Children (TEACHH), Picture Exchange Communication System (PECS), Assessment of Basic Language and Learning Skills (ABLLS), and biomedical interventions. Guidelines are provided for evaluating language in children with autism. The document concludes
Using telepractice, auditory-verbal therapy can be delivered to children who are deaf or hard of hearing and their families. Telepractice allows children to receive services from certified auditory-verbal therapists even when qualified providers are not available locally. During telepractice sessions, therapists use coaching strategies to teach parents how to facilitate their child's listening and spoken language development through everyday activities. Both parents and therapists must have skills in using technology effectively for telepractice. Challenges include ensuring a strong internet connection and helping families feel comfortable with the technology.
Language development in early childhood period shivasingh144
Language development is a critical part of child development from ages 2-6 as it allows children to communicate, express themselves, and develop relationships. Children begin developing language from birth through cries and later learn words and sentences. Healthy language development has many benefits and is important for children's cognitive development and ability to socially interact. Parents can support language development through reading, telling stories, singing songs, and engaging in conversations with their children.
Children with unilateral hearing loss face challenges in language learning and behavior due to their inability to use both ears. They have a smaller "listening bubble" and more difficulty understanding speech in noisy environments or at a distance. Missing language opportunities can negatively impact vocabulary development and social skills. Parents must provide extra support by ensuring their child can hear warnings and explanations clearly and by role playing social situations.
The document provides information from a parent training program on autism. It includes quotes about the importance of sharing life's wonders with children. The goals of the program are to empower and support parents by providing information on development, education, and treatment options. The training covers topics like what autism is, statistics, common co-occurring conditions, developmental milestones and stages, sensory processing, and strategies for interacting with children.
Auditory-verbal therapy (AVT) is an approach that teaches deaf or hard of hearing children to listen and speak through making use of their residual hearing. The key principles of AVT include early identification of hearing loss, fitting with hearing aids or cochlear implants, and using listening as a major part of developing communication, social and academic skills. AVT involves weekly one-on-one sessions between the child and therapist, with activities also carried out at home with parental guidance. The goal is for children to develop spoken language through listening and ultimately enter mainstream schools.
The document discusses the nature vs nurture debate regarding language development in humans. It provides examples of nature referring to innate qualities determined by genes, while nurture refers to personal experiences and environment. Specifically for language:
- Chomsky argued language is innate to humans, as evidenced by the advanced structures in the human brain and failure of chimps raised like humans to develop speech.
- Skinner believed language is acquired through environmental factors like conditioning, association, and reinforcement from a social environment.
- Both nature and nurture play an important role, as humans have an innate capacity for language but develop skills through interaction with others in their environment.
The document discusses the identification and assessment of children with hearing impairments. It describes an assessment program that includes audiological evaluation to determine hearing ability, tests of mental ability, and tests of communication skills. The audiological evaluation is performed by an audiologist and uses tools like audiometers and tests of speech detection and discrimination. In areas where formal services are limited, informal hearing tests can be used, such as whisper tests and tests using ballpoint pen clicks. Cognitive ability is assessed using nonverbal tests. Communication abilities are examined through analysis of language development, articulation, voice, and social-emotional adjustment.
1. Auditory-verbal therapy (AVT) is an approach that uses techniques to promote optimal language acquisition through listening for children with hearing loss using hearing aids, cochlear implants, and other technology. It emphasizes speech and listening development.
2. AVT includes early identification of hearing loss, fitting of amplification devices, guidance for parents, and one-on-one therapy to help children learn to listen and communicate through spoken language.
3. The goals of AVT are to help children develop auditory skills like sound awareness and processing of language to facilitate natural communication development and inclusion in mainstream classrooms.
Eleanor Johnson examines children's development of listening skills and provides strategies to improve listening abilities. She discusses how listening is a complex process involving hearing, attention, and the ability to filter out distractions. Children progress through stages of attention, starting with brief periods of focus and developing the ability to pay attention to multiple stimuli simultaneously. Poor listening can impact learning, language development, play, and social skills. The document provides tips for supporting listening skills, such as using audio resources, modeling good listening, and creating focused learning environments.
1. The document discusses theories of language acquisition including behaviorism, reinforcement, analogy, and mothersese or caretaker speech. Behaviorism views language as learned through imitation and reinforcement of behaviors, while analogy involves extending sentences through examples.
2. Mothersese refers to the simplified speech used by caretakers with exaggerated features to aid children's language development. Key stages of language acquisition from babbling to single words to sentences are also outlined.
3. The innate ability of children to learn language regardless of background is discussed alongside debates on whether language is a conscious or unconscious process for children. The interaction between psychological and linguistic factors in acquiring language is the focus of psycholinguistics.
Intervensi adalah bentuk hambatan yang mungkin dialami peserta didik dalam proses pembelajaran. Hal ini sangat berdampak dalam proses pendidikan, karena bisa menghambat perkembangan serta proses belajar. Intervensi dilakukan setelah asesmen dilakukan.
The document discusses 16 theories of first language acquisition:
1. Nature vs nurture theory explores whether language is innate or learned.
2. Imitation theory claims children learn language by imitating speech around them.
3. Behaviorism claims language is learned through habit formation and environmental reinforcement.
4. Nativism claims an innate language acquisition device in the brain enables quick language learning.
5. Cognitive theory links language development to cognitive development and social interaction.
The document provides overview and comparison of these major theories of first language acquisition.
The document discusses communication disorders including speech disorders like articulation disorders, phonological disorders, voice disorders, and fluency disorders like stuttering. It also covers language disorders where a child's language development is absent, quantitatively different, delayed, or interrupted. The document provides classroom accommodations for both speech and language disorders like improving comprehension, using naturalistic techniques, developing conversational skills, and collaborating with a speech language pathologist. It also discusses assessment considerations and augmentative and alternative communication methods.
The document discusses the needs of a teenage mother and her 4-month-old infant who both have hearing impairments. As the mother is only 16 years old, she requires significant assistance in caring for her baby while also fulfilling her own responsibilities. Both the mother and baby would benefit from diagnosis and treatment for their hearing impairments, as well as financial assistance, home visits, and social support services to help the mother care for her child. Early intervention is important to address any delays and ensure the child's needs are met as they develop.
This document discusses the importance of early language and literacy development from birth to age 3. It notes that a rich language environment with frequent parent-child interactions, reading, and conversations is critical for brain development and school readiness. Children who are not read to regularly and lack early literacy experiences are at risk for delays in language, literacy and cognitive development which can impact their educational outcomes and life prospects.
Similar to Childhood hearing loss and the development of spoken language (20)
Childhood hearing loss and the development of spoken language
1. Childhood hearing loss and the
development of spoken language
Sordità e svilluppo del
linguaggio parlato
Arthur Boothroyd
Presented during short course on
Childhood Deafness and Language
Amplifon Center for Research and Study
Milan, October 2012
Course Director: Edoardo Arslan
University of Padua
7. Premises
1. Deaf children 90% have hearing,
speaking parents
2. Aids & implants viable hearing
3. Hearing deficits intervention
4. Intervention mostly via parents
5. Spoken language:
Speech only a medium
Cognition the basis
Social cognition the need
12. Child development
Environment
Physical Social Language
Action
Reaction
Child
Development
Sensori-
motor Cognitive Linguistic
Perceptual Social
13. Child
Development
Sensori-
motor Cognitive Linguistic
Perceptual Social
14. Child
Development
Sensori- Linguistic
motor Cognitive
Perceptual Social
Speech without language? Meaningless
Language without cognition? Impossible
Language without Useless
social cognition?
19. Aural habilitation
1. Best hearing capacity
2. Best hearing skill
3. Best use of hearing for:
Cognitive development
Social development
Language development
21. Scientific method
Growing knowledge
Observation No As
Predicted
Theory
Theory Yes ?
Prediction
Prediction
Experiment
Results
22. Child development
Cognition, social cognition, language
No
Observation As
Predicted
Theory Yes ?
Prediction
Experiment
Results
23. Child development
Cognition, social cognition, language
Enhanced
No
Observation As
Nurture
Predicted
Theory Yes ?
Prediction
Nature Experiment
Results
31. What you say What they hear
The tests show that Mary has a hearing loss. Our
best estimate is that the loss is around 85dB
which puts her in the severe category. Things
could be much worse. There’s a good chance she
will do well with hearing aids. If it turns out that
the hearing loss is more serious, you needn’t
worry because she can always be fitted with
cochlear implants and we have been seeing
amazing results with children. Some of them
DEAF
seem almost like they have normal hearing.
Would you like me to explain the audiogram?
Audiologist Parent Audiologist Parent
32. Indirect intervention
Observation
0
Listening
Empower- Diagnosis Explanation
ment Support
Demonstration
40. Messages
1.Nature + Nurture development
2.Holistic intervention
cognition language speech
social cognition language need/use
3. Positive feedback
Cognition
Language Etc. Etc. Etc.
4. Therapist family child
I begin with some basic premises:Approximately 90% of children with hearing loss develop in homes where spoken language is the basis for communication.
I begin with some basic premises:1. Approximately 90% of children with hearing loss develop in homes where spoken language is the basis for communication. For these children, spoken language development is usually a primary goal.
2. For most of these children, hearing aids and cochlear implants can provide hearing that is good enough to play its natural role in the development of spoken language.
3. Nevertheless, there are deficits of assisted hearing that need to be offset by intervention.
4. For the very young child, that means helping parents provide an enhanced learning environment
5. That environment, however, cannot focus only on hearing and speaking .Speech is only a medium for languageLanguage itself relates to what the child knows – that is cognitionThe need for, and use of language, is based on what people know about themselves and others – that is social cognition. Intervention therefore needs to address all aspects of development – especially cognition and social-cognition.
These premises provide the basis for what I have to say about children with hearing loss and the development of spoken language.
My first topic is the relationship between nature and nurture
We have long heard discussion about their relative importance.Is child development driven mainly by nature – genetically-determined sensory capacity, native intelligence, drives etc.Or is it driven mainly be nurture – the child’s physical and social environment.
The obvious answer is that development is driven by both nature and nurture -
- or, more exactly, by the interaction between the two. The contribution of each one is conditioned by the quality of the other.
Let us examine this interaction in a little more detailThe child’s learning environment essentially has three main parts. - the physical environment, the social environment, and the language environment.The physical environment consists of objects, events, their properties, and the many relationships among them – including the important relationship of cause and effect. The social environment consists of people, their actions (events), the properties of both, the relationships among them, the relationships between people and the physical environment – and, again, causes and their effects.The language environment involves a special kind of event that involves people and relates the physical and social worlds.These three aspects of the environment act on the child and the child reacts.The child also initiates actions and the environment reacts. Through these interactions, the child develops in several areas:Sensory and motor - including the sensorimotor skills involving speech. Perception - he learns to attend to and recognize objects, people, properties, and events on the basis of sensory input.Cognition – he develops an internal model of the physical world Social cognition – he develops an internal model of the social world and his relationship to it.Language – he develops a system of labels, and rules for combining them, to refer to, and externalize, aspects of his emerging inner world and social models. By a process of trial and error, this system grows ever closer to that used in his social environment. This development is conditional on the child’s sensory, motor, and intellectual capacities and is driven by innate drives.
Although I have described development in terms of five streams, it is important to remember that they are not independent. Every aspect of development influences and is influenced by every other aspect.This interrelationship is crucial when we address intervention designed to enhance spoken language development in children with hearing loss.First, we cannot focus only on speech. Speech is only a medium for language. Without language, speech is meaningless.Second, we cannot focus only on speech and language. Language refers to what the child knows about the physical and social worlds. Without cognition, language is impossible.Finally, language is used to interact with the world of people. Without social cognition, and the drive for social interaction, the child has no use or need for language – regardless of the medium. On a more positive note, once language has been acquired, its use provides an accelerated path for further cognitive and social-cognitive development. The child is no longer limited to physical interaction as a way of learning about the worlds of objects and people. The message, here, is that any intervention designed to speed the development of spoken language must also address its cognitive and social underpinnings.
I now return to the nature/nurture issue.
Our immediate concern is the child with reduced hearing capacity. He has a deficit of nature. Because of the key role of hearing in spoken language development and the role of language in overall development, this deficit has serious implications for the child’s development and, ultimately, her quality of life. This is probably the place to mention that my discussion is limited to the deaf child of hearing parents. In a family of deaf, signing parents, a hearing deficit is no barrier to the acquisition of signed language.
Assuming, however, that our goal is age-appropriate spoken language, our first task is to reduce the hearing deficit with appropriately fit hearing aids, cochlear implants, or both. This task falls to the pediatric audiologist, the surgeon, or both.But aids and implants only reduce the deficit, they do not eliminate it. In spite of advances in hearing assistance technology, and counter to the advertising claims of manufacturers and the hopes of parents, the aided or implanted child retains a hearing deficit. Depending on its magnitude this deficit can still slow or impede the development of spoken language.
This is where habilitative aspects of intervention come into play. To compensate for a residual deficit of nature we enhance nurture. Basically, we seek to enrich the physical, social, and language environments in order to promote learning and development in the areas of cognition, social-cognition, language, and speech.
The process of enhancing nurture for the child with hearing loss has many titles:Examples include: Aural habilitation, Auditory-oral intervention, Auditory-verbal therapy, Early intervention. Because it is the ideal input and feedback channel for spoken language acquisition, these titles often make reference to hearing, and hearing plays a key role in the process.Basically, there are three requirements:First is to make sure the child has the best possible hearing capacity. This means not only the provision, fitting, and programming or mapping of hearing aids and cochlear implants but also their ongoing monitoring and maintenance. With the introduction of multi-channel cochlear implants, good-to-excellent hearing capacity is now available to almost all children with hearing loss regardless of the degree of hearing loss. But, to be useful, hearing capacity must be converted into hearing skill which involves such things as alerting to, attending to, localizing, and recognizing events that generate sound.Finally hearing must be allowed to play the best possible role in development – not only of spoken language but also of the cognitive and social-cognitive skills on which language depends. As I shall point out, however, successful intervention involves much more than hearing.
So far I have made reference to learning and development but not to teaching. In fact, we cannot “teach” the child in the sense of imparting knowledge and skills by virtue of our actions. It is the child who learns and the ideal teacher is one who provides the child an environment and experiences that promote his learning and development. Fortunately our best ally is the child. Children are driven to learn about and acquire control over: themselves, their physical environment, and the social environment. In the absence of other deficits of nature, a hearing loss has no effect on this innate drive. The child’s drive for knowledge and control does not end with childhood but continues into adult life. It is best expressed in the scientist.
Scientific method begins with observation. Theories representour attempts to explain observations.To test a theory, we use it to make predictions about things not yet observed.Experiments are formal procedures to test these predictions.Results that follow expectations provide support for the theory but we continue to test it with new predictions.Results that are different from prediction require theories to be abandoned or modified and subjected to more tests.The process is cyclic and never ending and contributes to an ever-growing body of scientific knowledge.
The developing child follows exactly the same pattern. Theories and predictions are tested and results are used to support or reject them. The process is cyclic and never ending and leads to ever growing cognition, social cognition, and language.
The drive to engage in this process is part of the child’s nature. Our task, as interventionists, is to enrich the environment so as to optimize observations and the opportunities for experimentation. We do this through toy and play materials that engage the child in problem-solving activities, and through interaction with the child in shared activities both play and the activities of daily living. At all times, we include relevant language and we provide the results for his experiments with spoken language.
As we interact with the child the many layers of spoken language need to be considered.
These layers are nested within each other:The sounds of speech occur within words.Words occur within sentences.Sentences have a surface meaning, depending on the words it contains and the relationships among them.But sentences can also have a deeper meaning related to the talker’s intent or purpose.And the sentences are always produced in a context: the things present and their relationship to the child and each other the people present and their relationships to the child and each other the language that occurred before the current sentence.Taking full advantage of the physical, social, and language context is one of the things the child will learn.
A better analogy than a layer cake might be Russian nesting dolls.The child must learn the phonology of language, which exists within its vocabulary, which is used within the rules of grammar, to express meaning, which is chosen to satisfy the talker’s purpose, in ways that satisfy social rules related to language use. At any time, the interventionist may be focusing on one aspect of this process – modeling a consonant, introducing new vocabulary, modeling acceptable grammar, or pointing out acceptable usage. But he or she should never lose sight of the overall context. It is not good, for example, to ignore a child’s communicative intent in order to correct errors of articulation.
The different layers of language are dependent on sensorimotor function, cognition, and social cognition. The need to maintain a comprehensive understanding reminds us again that speech is only a medium for language, language is only a code for what the child knows and social cognition provides the drive and need for language.
I have talked of enhancing nurture by optimizing the child’s learning environment. But for the very young child, an interventionist has little direct control over that environment. The child’s physical, social, and language environment is determined almost exclusively by home and family.
The child learns and develops by interaction with the objects, people and language of his home.
Although the interventionist may interact with the child on occasion, most of the direct interaction will be between parent and child. The interventionist’s task is, therefore, to educate, guide, and coach the parents so that those interactions will provide an enriched learning environment. Parents also need to be trained and coached in the proper use and maintenance of hearing aids and cochlear implants and in ways of minimizing the negative effects on hearing of distance, noise, and reverberation. As the child gets older, the opportunities for direct interaction with therapists and teachers increases, but the home and family will still remain one of the main learning environments.
In the early stages of this process, parents who have just learned that their child is deaf are usually too involved in grieving and adjustment to be receptive to guidance or education. The good interventionist is sensitive to this issue and paces the intervention accordingly.Nowhere is the need for patience, support, and active listening more important than when first informing parents of the results of a hearing test. Regardless of what the audiologist or physician says, the only thing the parents will hear is that their child is deaf. The real work of intervention will begin later.
Once the parents have come to terms with the hearing loss, the process of indirect intervention begins with observation and evaluation of the child, the parents, and their interactive style. The interventionist also needs to provide information, explanation, and education about such things as:hearing loss,hearing assistance,intervention options,the importance of shared play,the best use of activities of daily living, the many strengths of themselves and their child.Most important is to provide demonstration and coaching in effective ways to interact with and communicate with their child that will enhance cognitive, social cognitive, and language development.Also important is to empower the parents and bring them to the realization that they are perfectly capable of raising a child with hearing loss and providing him with the skills and knowledge he will need for a productive, satisfying, and rewarding life. For the interventionist, success will come when he or she is no longer needed by the parents. This process is cyclical and continuous. It has successes and failures, rewards and discouragements. It demands much skill and sensitivity on the part of the professionals involved. It also requires coordination among them - physicians, audiologists, phoniatrists, language specialists, and teachers must work as a team. Disagreements and miscommunications only work to the detriment of the child.
As far as direct intervention with the child, whether by therapist or parent, the key is associations, relationships, and connections - between sounds and events, sound and movement, objects and objects, objects and events, sounds and words, words and objects, objects and concepts, words and concepts, words and properties, people and objects, people and people, causes and effects, sentences and meaning, etc. etc.
Here, in the simple example of playing with a hammering toy:Thechild is moving and experiencing the results through the senses of feeling, seeing, and hearing. The associations among them are promoting sensori-motor developmentThe association between the event and the sound is promoting perceptual development and, ultimately, cognitive development. As the therapist talks about what is going on, further associations between words and event, words and objects, words and properties, and words and experience promote language development.
All the activities of daily living – feeding, toileting, dressing, bathing – provide opportunities for cognition/language associations, as do play activities whether self-initiated or adult-initiated.
And all connections and associations with parents, adults, or other children serve to promote social cognition, social skills, and self-image. They are also opportunities to learn effective and appropriate use of language.
So far, I have stressed the importance of cognition and social cognition as bases for the development of spoken language. The good news is that the emerging language provides positive feedback in the sense that it enhances the very cognitive skills on which it is based.
To summarize:A deficit of hearing can compromise all aspects of development.
But this outcome can be avoided with enhanced nurture.
These then, are my primary messages.First, after everything possible has been done to reduce the deficit of nature caused by childhood hearing loss, we compensate for residual deficits by enhancing nurture.Second, the intervention should be holistic, acknowledging the intimate connections among cognition, social cognition, and language.Third, although cognition is the initial base for language, once acquired, language provides a powerful tool for further cognitive development.Fourth, for the very young child habilitative intervention is accomplished through parent education, support, guidance, coaching, and empowerment.