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Language and Speech of the Deaf and HoH Ch 6

Terms in this set (55)

auditory-oral
This approach encourages children to make use of the hearing they have (called residual hearing) using hearing aids or cochlear implants. Speech reading, sometimes called lipreading, is used to supplement what's detected through residual hearing. In this approach, children learn to listen and speak but do not learn sign language
auditory-verbal
a training method for hearing-impaired persons that emphasizes the use of residual hearing rather than vision.
Stresses listening rather than watching
LSL
Listening and Spoken language
T or F: The auditory verbal approach views parents as the child's primary teacher.
True
Listening and Spoken language
What does LSL stand for?
Language
A structured system of symbols used for communicating meaning.
Family centered intervention
families are to be equal partners in language assessment, intervention, and decision-making
Family provides children with SUPPORT, INPUT, FEEDBACK, & OPPORTUNITIES FOR GENERALIZATION to apply what was learned in treatment.
American Sign Language
a visual gesture language, having its own semantic and syntactic structure, used by deaf people in the U.S. and English-speaking parts of Canada
hearing
acoustic access to the brain.
listening
Involves understanding and interpreting sound in a meaningful way
The goal of oral education
for deaf and hard-of-hearing children to learn to listen, speak, and to understand spoken language.
T or F ;The oral approach allows speechreading to help deaf and hard-of-hearing children to understand language.
T
Elements of successful oral deaf education
Children are taught in environments where they are expected to learn to listen and speak.
Spoken language is the only language used by children at all times.
The curriculum prepares children for mainstreaming.
Auditory Training
helping individuals learn to maximize the use of the residual hearing they possess through listening training
Auditory Habilitation
Intervention for persons who have not developed listening, speech, and language skills.
speech bannana
_________ is a representation of common speech sounds when spoken at a normal conversational level superimposed on an audiogram
speech map
Clinical approach that combines probe-microphone measurement with hearing aid programmability. The result is that the response of the hearing aids, as measured at the patient's eardrum, are in close approximation to targeted responses for real speech input.
___________is the foundation for speech and language
hearing
total communication
This incorporates the use of many modalities at once: signing, speech, listening and speechreading, as well as nonverbal communication (body lang and facial expressions)
Deaf vs deaf vs HOH
"D" immersed in deaf culture, "d" not immersed in deaf culture, "HOH" person with less than a severe hearing loss.
Primary reason that in 1995 40% of parents choose spoken language as their educational choice and in 2005 85% choose spoken language as their educational approach
cochlear implants
percentage of babies born to hearing parents
90%
REAL EAR GAIN
The increase in sound intensity provided by a hearing aid (in decibels) calculated by subtracting the intensity at the tympanic membrane without the hearing aid from the intensity at the tympanic membrane wit the hearing aid, by using a probe microphone
SPL
Sound Pressure Level
Percentage of children with hearing loss who have other disabilites
40%
Three methods for improving vocabulary
pre and post-teaching
vocabulary bingo
sabotage activities
sabotage activities
provide motivation and opportunity for children to practice their emerging language skills; for example, one type is to violate a routine event - provide opportunity for child to protest, request, comment, and tease
Hearing loss can impact language development ______, ________, and ________
form (phonology, morphology, syntax), content (vocabulary, and semantics), and use(pragmatics)
mainstreaming
Practice of placing children with special needs in regular classroom settings, with the support of professionals who provide special education services
Carol Flexer described unidentified hearing loss as a ____________________ _________________ because of auditory deprivation.
neurodevelopmental emergency
auditory deprivation
When auditory pathways lose functionality due to lack of stimulation
minimal auditory deficiency
after age 6 synapse development for auditory language stops. Cochlear implant no longer an option
Neuroplasticity
Brain's capability of being reorganized in the face of an injury (hearing loss), a property that is most evident in developing of young brains, particularly before 6 years.
speech intelligibility
how well a person is understood by a listener
Three Hearing Loss-Language Consequences
Form, Content, Use
Language consequence FORM includes
Phonology, syntax, morphology
Language consequence CONTENT includes
Vocabulary, semantics
Language consequence USE refers to
pragmatics
Language assessments might include
Formal language measures
Communication checklists
Language samples and narrative analysis
Formal language measures are standardized T/F
T- have test retest reliability (child can correctly identify heat from beet from feet)
Communication checklists are informal measures of progress in language development using standardized assessments T/F
F-compares specific skills to measure progress but are not standardized tests. (child is improving in their ability to differentiate p from m)
Language Samples and narrative analysis are supplement information from formal language measure s by looking at running speech T/F
T-Allows for examination of child's form, content and use of language
Peabody Picture Vocabulary Test is an example of a____________ language measure
Formal
Having the child tell a story from a picture would be an example of __________________________measures
language samples and narrative analysis
The Teacher assessment of Spoken Language is an example of a __________________________ measure
communication checklists
Babies fit with amplification early will generally have a normal developmental sequence in speech production T/F
T-should go from crying to cooing, laughing, to babbling
Children who have early intervention will develop all sounds as accurately and with as much complexity as normal hearing infants T/F
F
Children with mild to moderate hearing loss without amplification, predominately have misarticulation errors. T/F
T-Are able to hear a large portion of the speech spectrum but may be missing fricatives and affricates.
Children with early onset severe to profound hearing loss without amplification often have speech breathing problem, resonance, and production problems T/F
T-Unable to monitor nasality, hear any of the speech banana, cannot determine how much breath to take in or release.
Speech assessments typically include these two measures
Articulation and phonology tests
Overall speech competence and intelligibility
The target goal for children with CI's is that their speech be normal when compared to age appropriate normal hearing children T/F
T
The Goldman Fristoe Test of Articulation is an example of a _____________________________
Formal articulation test
Having listeners judge listen to a speech sample is a _____________ measure of _____________ _______________
informal, speech intelligibility
A child with a sever to profound hearing loss can still develop good speech and language skills without amplification if he receives adequate training T/F
F-Children with HL need appropriate hearing technology to fully develop spoken language
1-3-6 means
screen by one month, diagnose by three months, intervention by six months
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