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24 Cards in this Set
- Front
- Back
Communication Exposure
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- family dynamics are different (good model for speech and lang)
- other special needs - cultural and linguistic diversity - early identification |
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Language Characteristics
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- syntax
- semantics - pragmatics - restricted knowledge of Schema |
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Lexical-Semantic Skills
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- restricted knowledge of word classes, too many nouns & verbs
- restricted variance of syntax - plateau |
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Pragmatic Skills
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- generally fall behind their hearing peers
- difficulties in turn-taking, topic identification, communication repair - plateau at 11 years with slower development |
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Literacy Development
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- very difficult for ASL users
- must expose HI child at a young age - allow access to captioned television and TDD |
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Language Assessment
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- Formal, standardized language tests are normed on hearing children
- Trouble comes in how to administer the test… dominant language, reading abilities speech perception abilities - Supplement with test normed on HI/D children |
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Language Management
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strategies
- recasting - building schemata - sabotage activity - pre-literacy activities Bilingual education ASL and Spoken English |
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Speech Characteristics
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- mild to severe loss
- most aspects are likely to be comparable to normal hearing peers if early identification occurs - professionals must be aware of what sounds are audible and work with those that are not - intelligibility can be as low as 20% or high as 100% |
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Respiration
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- poor vocal fold adduction prior to phonation
- lose lots of air in preparation for speech |
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Speech Characteristics
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- Sever to profound loss
- respiration - resonance - phonation - articulation & phonology - suprasegmental aspects |
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Resonance
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- can exhibit both hyper and hypernasality
- may use nasality as a speech perception cue |
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Phonation
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- inadequate vocal adduction for vowels resulting in breathy voice
- poor control of the fundamental frequency - often higher fundamental frequency - speech intensity can vary |
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Articulation & Phonology
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- vowels start to resemble the neutral schwa
- confusions of dipthongs and vowels - nasalization of vowels - consonant mis-articulation - voicing errors - omission of final consonants or parts of blends - tongue placement is less accurate - often will say every single sound – such as silent “e” |
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Suprasegmental Aspects
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- important for emotional intent, urgency, stress of message
- slower speaking rate - longer pauses in running speech at inappropriate places - rapid pitch changes - difference in intonation |
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Poor Pragmatic Skills
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- ignore clarification requests
- lots of nods and bluffs - don’t know how to repair a breakdown |
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Average reading level of a deaf student who wears hearing aids
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is 3rd - 4th grade, rarely exceeding 7.5 grade reading level
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Literacy
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- little improvement over past 80 years
- inadequate langauge skills - don’t develop and auditory basis for mapping sound to print - SO…NO sounding out words |
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Recast
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- child "big house"
- Adult "Yes, the house is big" |
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Intelligibility
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- 20% of words for severe/profound
- 56% of vowels, 72% of consonants - more errors= less intelligibility |
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After 5 years with a Cochlear Implant
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80% intelligible speech
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the HI or Deaf have no morphemes for
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plurality or past tense
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the HI or Deaf miss
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multiple meanings
- go stand by the piano - put this on the music stand |
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the HI or Deaf's vocabulary
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is mostly things they can touch
- difficulty with abstract words |
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Language Skills
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come in the same order, but as a much slower rate
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