Language Development In Deaf Children Research Articles

"It doesn't matter if we're the most amazing professionals in the world…" A qualitative study of professionals' perspectives on parent-child interaction assessment with deaf infants.

Parent child interaction (PCI) is positively associated with deaf children's language development. However, there are no known, deaf-specific tools to observe how a parent interacts with their deaf child aged 0-3 years. Without a framework for professionals to use with families, it is unknown how professionals assess PCI, what they assess, why they assess, and how the assessment results relate to case management. Eighteen hearing and deaf professionals, who work with deaf and hard of hearing infants aged 0-3 years and their families, attended online focus groups. The aim of the study was to gain insight into the professional assessment of PCI. Data were analyzed using thematic analysis. Six themes were generated from the dataset. Professionals discussed how central parents were in the support offered to families in the home, the importance of knowing and understanding the individual family, and accounting for and supporting parental wellbeing. Descriptions on how to administer a best practice PCI assessment included which parent behaviors to assess and how to make adaptations for different populations. Professionals shared how the assessment and review process could be used to inform and upskill parents through video reflection and goal setting. This study provides insight into the mechanisms and motivations for professionals assessing the interactive behaviors of parents who have deaf children aged 0-3. Professionals acknowledged that family life is multi-faceted, and that support is most meaningful to families when professionals worked with these differences and incorporated them into assessment, goal setting, and intervention plans.

Learning Strategies Through Babbling Techniques to Improve Language Comprehension Ability in Deaf Children at YPLAB SLB Lembang West Java

Language is a symbol of the referee sound used by members of social groups to work together, communicate, and identify themselves. The main function of language is as a means of communication between humans. With language will facilitate communication between individuals. This is not owned by deaf children. They have difficulty in language skills, especially in abstract understanding. So that deaf children must be given optimal educational services. Based on the language development of deaf children it stops in the groping or babbling phase so that their language experience is very limited. As a result, they have difficulty understanding language and communicating less than optimally. The language in question is the ability of deaf children to understand receptive and expressive language. For this reason, learning strategies are needed to improve language comprehension skills with palpation techniques. The babbling technique is an alternative in this learning because the syllable repetition technique makes deaf children able to think, combine letters into word structures. So that children can understand the word well. This research is based on the barriers of deaf children in understanding language, so a learning strategy is made with the results of field needs analysis. The method used uses research and development (R&D). The results of the field data show that learning strategies using babbling techniques can improve the ability of deaf children to understand language. This can be seen from the increase in the ability of deaf children to recognize syllables, words and being able to understand stories before and after being given learning through the babbling technique. Therefore, through appropriate learning strategies, they can develop their potential comprehensively.

Improving Deaf Children's Writing Skills using Learning Card Series

A person who experiences hearing loss that hinders the process of language information through hearing, whether wearing a hearing aid or not wearing a hearing aid. Whereas someone who lacks hearing is someone who usually uses a hearing aid, the rest of their hearing is enough to allow for the success of the language process through hearing. Language development is a complex process and is something interesting to study. The same goes for the language development of deaf children. So with the problems that occur in deaf children that will also have an impact on how deaf children learn, there is a need for media that can improve the language skills of deaf children, especially in expressive writing ability, where this expressive writing ability is the highest ability in language acquisition (Tarigan: 1994) Skills raised on This research is how to make a whole sentence, practice in using a word that has a blow, get to know many new objects, and how to use time sentences and place description.

Validity evidence for a sentence repetition test of Swiss German Sign Language

In this study we seek evidence of validity according to the socio-cognitive framework (Weir, 2005) for a new sentence repetition test (SRT) for young Deaf L1 Swiss German Sign Language (DSGS) users. SRTs have been developed for various purposes for both spoken and sign languages to assess language development in children. In order to address the need for tests to assess the grammatical development of Deaf L1 DSGS users in a school context, we developed an SRT. The test targets young learners aged 6–17 years, and we administered it to 46 Deaf students aged 6.92–17.33 ( M = 11.17) years. In addition to the young learner data, we collected data from Deaf adults ( N = 14) and from a sub-sample of the children ( n = 19) who also took a test of DSGS narrative comprehension, serving as a criterion measure. We analyzed the data with many-facet Rasch modeling, regression analysis, and analysis of covariance. The results show evidence of scoring, criterion, and context validity, suggesting the suitability of the SRT for the intended purpose, and will inform the revision of the test for future use as an instrument to assess the sign language development of Deaf children.

From Sign Language to Spoken Language? A New Discourse of Language Development in Deaf Children

Abstract The aim of this paper is to show shifts in the language development of deaf and hard of hearing children over the last 30 years. The paper presents an overview of Western and Polish studies on education and language development in deaf children in terms of psycholinguistics. Perceptions of the perceptual and cognitive capabilities of such children must be subject to revision and continual methodological reflection due to rapidly changing variables, such as technological progress, social and cultural conditions of primary socialization and the aims of deaf education. Now that an increasing number of deaf children undergo cochlear implantation, and digital hearing aids can provide 70-75 dB of gain, thus enabling the children to spontaneously develop speech, many of them function in a bimodal environment of the sign and the speech. However, they perform at different levels of educational and developmental success. This paper elucidates the issues of language flexibility in and heterogenization of children using hearing aids or implants on a daily basis.

Attention to speech and spoken language development in deaf children with cochlear implants: a 10-year longitudinal study.

Early auditory/language experience plays an important role in language development. In this study, we examined the effects of severe-to-profound hearing loss and subsequent cochlear implantation on the development of attention to speech in children with cochlear implants (CIs). In addition, we investigated the extent to which attention to speech may predict spoken language development in children with CIs. We tested children with CIs and compared them to chronologically age-matched peers with normal hearing (NH) on their attention to speech at four time points post implantation; specifically, less than 1 month, 3 to 6 months, 12 months, and 18 months post implantation. We also collected a variety of well-established speech perception and spoken language measures from the children with CIs in a 10-year longitudinal study. Children with CIs showed reduced attention to speech as compared to their peers with NH at less than 1 month post implantation, but a similar degree of attention to speech as their NH peers during later time points. In addition, attention to speech at 3 to 6 months post implantation predicts speech perception in children with CIs. These results inform language acquisition theories and bring insights into our understanding of early severe-to-profound hearing loss on infants' attention to speech skills. In addition, the findings have significant clinical implications for early intervention on hearing loss, which emphasizes the importance of developing strong listening skills. A video abstract of this article can be viewed at: https://www.youtube.com/watch?v=f7xiYo3Ua08&feature=youtu.be.

De-mystifying sign language acquisition and development in deaf children

Quite often people think that deaf children acquire language differently from their hearing peers. People often wonder whether deaf children go through the same or different language development milestones from their peers. Some people even wonder whether these children develop any language at all because for them sign language is not a formal language after all. It is also not surprising to find even deaf education scholars hesitant about whether deaf children develop sign language in a pre-determined style at all. This paper is intended to demystify these doubts. The paper explores the nature of sign language acquisition and development by comparing with typical oral language processes. Developmental milestones are provided to allay the tension scholars often go through when required to outline, let alone examine stages of language development in deaf children. The conclusion of this paper is that sign language acquisition and development in deaf children is the same as oral language acquisition and development in their hearing peers. This is because sign and not oral language is the native language for the deaf.

What You Don't Know Can Hurt You: The Risk of Language Deprivation by Impairing Sign Language Development in Deaf Children.

A long-standing belief is that sign language interferes with spoken language development in deaf children, despite a chronic lack of evidence supporting this belief. This deserves discussion as poor life outcomes continue to be seen in the deaf population.This commentary synthesizes research outcomes with signing and non-signing children and highlights fully accessible language as a protective factor for healthy development.Brain changes associated with language deprivation may be misrepresented as sign language interfering with spoken language outcomes of cochlear implants. This may lead to professionals and organizations advocating for preventing sign language exposure before implantation and spreading misinformation. The existence of one-time-sensitive-language acquisition window means a strong possibility of permanent brain changes when spoken language is not fully accessible to the deaf child and sign language exposure is delayed, as is often standard practice. There is no empirical evidence for the harm of sign language exposure but there is some evidence for its benefits, and there is growing evidence that lack of language access has negative implications. This includes cognitive delays, mental health difficulties, lower quality of life, higher trauma, and limited health literacy. Claims of cochlear implant- and spoken language-only approaches being more effective than sign language-inclusive approaches are not empirically supported. Cochlear implants are an unreliable standalone first-language intervention for deaf children. Priorities of deaf child development should focus on healthy growth of all developmental domains through a fully-accessible first language foundation such as sign language, rather than auditory deprivation and speech skills.

Evaluación De La Eficacia Del Implante Coclear En Función De La Edad De Implantación

Introduction and objective: Childhood hearing loss affects cognitive, emotional and language development of children causing difficulties in communication. Therefore, many organizations stress the importance of early detection of hearing loss and early cochlear implantation. The purpose was to verify the effect of cochlear implants performed in children from Tenerife (sorted by chronological age, age at cochlear implantation and time of use of cochlear implant) in lexical comprehension and communication skills. Method: A psycholinguistic profile of all children implanted in the province of Santa Cruz de Tenerife during the years 2007-2012 using two standardized tests were developed: The Illinois Test of Psycholinguistic Abilities (ITPA) and the Picture Vocabulary Test (Peabody). Results: Most of the children studied were implanted at a late age (over 3-yearolds). This situation carries some functional use of the implant but causes an indiscernible development of oral communicative functions of children. Specifically, 20% of the sample (28 children) was implanted with less than 2- year-olds; another 28% of children was implemented between the ages of 2 and 3 years old; finally, 58% of children was implemented with more than 3- year-olds. The latter age of implantation may affect the standard language development. Conclusions: This study has become evident that early implantation has a positive effect on language development of deaf children.

Prelingual auditory-perceptual skills as indicators of initial oral language development in deaf children with cochlear implants

ObjectivesTo assess when prelingually deaf children with a cochlear implant (CI) achieve the First Milestone of Oral Language, to study the progression of their prelingual auditory skills in the first year after CI and to investigate a possible correlation between such skills and the timing of initial oral language development. MethodsThe sample included 44 prelingually deaf children (23 M and 21 F) from the same tertiary care institution, who received unilateral or bilateral cochlear implants. Achievement of the First Milestone of Oral Language (FMOL) was defined as speech comprehension of at least 50 words and speech production of a minimum of 10 words, as established by administration of a validated Italian test for the assessment of initial language competence in infants. Prelingual auditory-perceptual skills were assessed over time by means of a test battery consisting of: the Infant Toddler Meaningful Integration Scale (IT-MAIS); the Infant Listening Progress Profile (ILiP) and the Categories of Auditory Performance (CAP). ResultsOn average, the 44 children received their CI at 24±9 months and experienced FMOL after 8±4 months of continuous CI use. The IT-MAIS, ILiP and CAP scores increased significantly over time, the greatest improvement occurring between baseline and six months of CI use. On multivariate regression analysis, age at diagnosis and age at CI did not appear to bear correlation with FMOL timing; instead, the only variables contributing to its variance were IT-MAIS and ILiP scores after six months of CI use, accounting for 43% and 55%, respectively. ConclusionPrelingual auditory skills of implanted children assessed via a test battery six months after CI treatment, can act as indicators of the timing of initial oral language development. Accordingly, the period from CI switch-on to six months can be considered as a window of opportunity for appropriate intervention in children failing to show the expected progression of their auditory skills and who would have higher risk of delayed oral language development.

Investigating and Comparing Language Development of Cochlear Implanted Children and Children with Normal Hearing

Introduction: Deafness has unfavorable effects on children's language development. Nowadays performing cochlear implant surgery has provided an opportunity for developing language in deaf children. The present study aims at investigating deaf children's language development after passing two years from performing cochlear implant surgery and comparing them with children enjoying natural hearing. Materials and Methods: The population of cochlear implanted children included all children who had undergone the cochlear implant surgery in Al-Zahra University Hospital, Isfahan, Iran. From these population, a number of 35 children (consisting of 18 boys and 17 girls) two years passed their surgeries were selected as the sample size using random sampling. In the group of children with natural hearing, the population included all children who were under training in pre-school centers and primary schools of Isfahan city. From this population, 35 children (18 boys and 17 girls) were selected using multi-stage cluster random sampling. The data of the research were collected using the scale of language development. At last, the statistical data were investigated employing correlation and covariance analysis. Results: The findings of the present study indicated that although the cochlear implanted children had high scores in the scale of language development, there was a significant difference between the mean scores of language development in the two groups (P ≤ 0.001). In addition, there was a positive and significant correlation between age and language development (P ≤ 0.01, r = 0.491). Conclusion: Regarding the findings of the present study, it can be concluded that however performing cochlear implant surgery results in developing language in deaf children, it should not be expected that after two years from performing the surgery, cochlear implanted children act similar to children with natural hearing in language skills.

The Application Of Deaf Children Language Ability Development Of 3-5 Years Old Children

Descriptive Study of the Application of Deaf Children Language Development in TLO (Taman Latihan dan Observasi) Class in Semarang State Special School. Faculty of Education. Semarang State University. Indonesia. The Application of deaf children language ability development is a teaching-learning activity focusing on deaf children language acquisition through approaches, methods and media adapted to the children condition and needs. The research aims to 1) describe deaf children language development, 2) explain the application of deaf children language ability development in TLO (Taman Latihan dan Observasi) class in Semarang State Special School, 3) explain push-pull factors of the application of deaf children language ability development in TLO (Taman Latihan dan Observasi) class in Semarang State Special School. The research employed a qualitative descriptive method to understand the phenomenon happened by the research subjects, namely the language they possess, and push-pull factors of deaf children language ability. The subjects of the research are deaf students at the age of 3-5 in the TLO class of Semarang State Special School. The data of the research were collected by observation, interview, and documentation. They were analyzed by data reduction, data presentation, verification, and conclusion. The results show that most of all deaf children in TLO class were cried at post delivery as normal do. The fact that they have no stimulation response is a symptom their parents observe. Therefore, the push-pull factor here is the active role of the parents. Hence, there are three conclusions according to the research, namely the cry of deaf children at post delivery as normal do, heart to heart approach done by teachers and the active role of the parents in deaf language development. It is suggested that the teachers are expected to be more creative to conduct teaching activity. In addition, the community support is needed while government and education department formulate learning curriculum for special need children. As for the writer, the research is expected to analyze lesson plan.How to citeWantoro, W., Diana, D., & SP, Y. (2014). The Application Of Deaf Children Language Ability Development Of 3-5 Years Old Children. Indonesian Journal Of Early Childhood Education Studies, 3(2), 134-138. doi:10.15294/ijeces.v3i2.9487

The Development of Auditory Perception in Children after Auditory Brainstem Implantation

Auditory brainstem implants (ABIs) can provide useful auditory perception and language development in deaf children who are not able to use a cochlear implant (CI). We prospectively followed up a consecutive group of 64 deaf children up to 12 years following ABI surgery. The etiology of deafness in these children was: cochlear nerve aplasia in 49, auditory neuropathy in 1, cochlear malformations in 8, bilateral cochlear postmeningitic ossification in 3, neurofibromatosis type 2 in 2, and bilateral cochlear fractures due to a head injury in 1. Thirty-five children had other congenital nonauditory disabilities. Twenty-two children had previous CIs with no benefit. Fifty-eight children were fitted with the Cochlear 24 ABI device and 6 with the MedEl ABI device, and all children followed the same rehabilitation program. Auditory perceptual abilities were evaluated on the Categories of Auditory Performance (CAP) scale. No child was lost to follow-up, and there were no exclusions from the study. All children showed significant improvement in auditory perception with implant experience. Seven children (11%) were able to achieve the highest score on the CAP test; they were able to converse on the telephone within 3 years of implantation. Twenty children (31.3%) achieved open set speech recognition (CAP score of 5 or greater) and 30 (46.9%) achieved a CAP level of 4 or greater. Of the 29 children without nonauditory disabilities, 18 (62%) achieved a CAP score of 5 or greater with the ABI. All children showed continued improvements in auditory skills over time. The long-term results of ABI surgery reveal significant auditory benefit in most children, and open set auditory recognition in many. i 2014 S. Karger AG, Basel

What Medical Education can do to Ensure Robust Language Development in Deaf Children

The typical medical education curriculum does not address language development for deaf and hard-of-hearing (DHH) children. However, this issue is medical because of the frequency with which DHH children as a population face health complications due to linguistic deprivation. The critical period for language development is early; if a child does not acquire an intact language before age five, the child is unlikely to ever have native-like use of any language. Such linguistic deprivation carries risks of cognitive delay and psycho-social health difficulties. Spoken language is inaccessible for many DHH children despite assistive-technology developments. But sign languages, because they are visual, are accessible to most DHH children. To ensure language development, DHH children should have exposure to a sign language in their early years, starting at birth. If they also receive successful training in processing and producing a spoken language, they will have the many benefits of bimodal bilingualism. Undergraduate medical education curricula should include information about early language acquisition so that physicians can advise families of deaf newborns and newly deafened young children how to protect their cognitive health. Graduate medical education in primary care, pediatrics, and otolaryngology should include extensive information about amplification/cochlear implants, language modality, and the latest research/practices to promote the development and education of DHH children. Training in how to establish connections with local authorities and services that can support parents and child should be included as well. Further, students need to learn how to work with sign language interpreters in caring for DHH patients. We offer suggestions as to how medical curricula can be appropriately enriched and point to existing programs and initiatives that can serve as resources.

Speech and Language Development in Deaf children after Cochlear implantation

Introduction: Cochlear implantation has been proven to cause considerable improvement in oral language of prelingually hearing –impaired children. The main objective of this article was to review those studies that have targeted the and language development of children with implant. Material and Method: We searched Science Direct, Medline, and Google Scholar databases to identify all studies published from 1997 to 2013 that examined the and language development of pre-lingual deaf children after receiving implantation. The keywords used to locate these articles were cochlear speech and language. Result: Cochlear implantation can help prelingually deaf children in acquiring oral language skills. Early diagnosis of hearing impairment, early implant surgery, the length of hearing experience after receiving the implant, monolingualism, and the involvement of the parents in rehabilitation processes were the important factors that influence the language development of deaf children. Conclusion: The reception of implantation within the first 24 months of life decreases the time lag between hearing age and chronological age, which in turn, approximate reception ability to production. Keywords: Prelingually deaf children, Cochlear implantation, Oral language, Speech reception, Speech production

聴覚障害児における他者の行為意図の説明に関する検討

聴覚特別支援学校小学部2～3年生の高度聴覚障害児（HH児）21名と同学齢の聴力正常な典型発達児（TD児）60名を対象にし，向社会的および反社会的な動作主の行為の意図と受け手の反応が，通常と一致した条件と矛盾した条件を設定して，他者の行為意図説明能力の発達について検討した．その結果，両群ともに，一致した条件に比べ矛盾した条件で行為意図に関する説明の正答率が低下した．HH児はTD児に比べ，両条件で成績の低下を認め，矛盾した条件における動作主の行為意図説明では，語彙や説明内容が乏しい叙述傾向を認めた．行為意図説明の正答率は，基礎的言語能力としての読書力と相関が高いが個人差を認め，発達の評価に基づいた個に応じた指導が必要と考えられた．高度聴覚障害児では，社会的経験に基づいて密接なコミュニケーションを配慮した言語学習の重要性が示唆された．

Desarrollo del vocabulario temprano en niños con implante coclear escolarizados en centros con bilingüismo oral-signado

Several previous studies of language development in deaf children with cochlear implants educated in oral schools have been reported but there are very few such investigations of deaf children simultaneously exposed to sign and spoken language during development. The present study aimed to measure vocabulary development in 14deaf children with chronological ages of 17-62months and hearing ages of 6-37months who were learning spoken Spanish and Spanish sign language. The deaf children were included in classroom groups with other hearing classmates, where all children were exposed to native models of both languages. To measure both languages, the children were evaluated using the Spanish MacArthur-Bates Communicative Development Inventory and a non-standardized test of Spanish early sign language vocabulary. The results of the evaluations indicated that all but two of the deaf children had spoken language production within normal ranges in relation to auditory age or length of time since cochlear implantation. When comparing vocabulary over two time periods, we found that both Spanish sign language and Spanish spoken production significantly improved over both periods. Children used more sign language than spoken language in the first assessment but this trend was reversed in the second time period. When all vocabulary was combined in spoken Spanish and Spanish sign language, the children had a larger set of semantic concepts in the combined bilingual lexicon than in each language taken separately.

Relationships Between Spoken Word and Sign Processing in Children With Cochlear Implants

The effect of using signed communication on the spoken language development of deaf children with a cochlear implant (CI) is much debated. We report on two studies that investigated relationships between spoken word and sign processing in children with a CI who are exposed to signs in addition to spoken language. Study 1 assessed rapid word and sign learning in 13 children with a CI and found that performance in both language modalities correlated positively. Study 2 tested the effects of using sign-supported speech on spoken word processing in eight children with a CI, showing that simultaneously perceiving signs and spoken words does not negatively impact their spoken word recognition or learning. Together, these two studies suggest that sign exposure does not necessarily have a negative effect on speech processing in some children with a CI.

Music training program: a method based on language development and principles of neuroscience to optimize speech and language skills in hearing-impaired children.

In recent years, music has been employed in many intervention and rehabilitation program to enhance cognitive abilities in patients. Numerous researches show that music therapy can help improving language skills in patients including hearing impaired. In this study, a new method of music training is introduced based on principles of neuroscience and capabilities of Persian language to optimize language development in deaf children after implantation. The candidate children are classified in three groups according to their hearing age and language development. The music training program is established and centered on four principles, as follows: hearing and listening to music (with special attention to boost hearing), singing, rhythmic movements with music and playing musical instruments. Recently much research has demonstrated that even after cochlear implant operation, a child cannot acquire language to the same level of detail as a normal child. As a result of this study music could compensate this developmental delay .It is known that the greater the area of the brain that is activated, the more synaptic learning and plasticity changes occur in that specific area. According to the principles of neural plasticity, music could improve language skills by activating the same areas for language processing in the brain. In conclusion, the effects of music on the human brain seem to be very promising and therapeutic in various types of disorders and conditions, including cochlear implantation.

Expressive Spoken Language Development in Deaf Children with Cochlear Implants Who are Beginning Formal Education

This paper assesses the expressive spoken grammar skills of young deaf children using cochlear implants who are beginning formal education, compares it with that achieved by normally hearing children and considers possible implications for educational management. Spoken language grammar was assessed, three years after implantation, in 45 children with profound deafness who were implanted between ten and 36 months of age (mean age = 27 months), using the South Tyneside Assessment of Syntactic Structures (Armstrong and Ainley, 1983) which is based on the Language Assessment and Remediation Screening Procedure (Crystal et al., 1976). Of the children in this study aged between four and six years, 58 per cent (26) were at or above the expressive spoken language grammatical level of normally hearing three year olds after three years of consistent cochlear implant use: however, 42 per cent (19) had skills below this level. Aetiology of deafness, age at implantation, educational placement, mode of communication and presence of additional disorders did not have a statistically significant effect (accepted at p ≤ 0.05) on the development of expressive spoken grammar skills. While just over half of the group had acquired spoken language grammar skills equivalent to or above those of a normally hearing three year old, there remains a sizeable group who, after three years of cochlear implant use, had not attained this level. Spoken language grammar therefore remains an area of delay for many of the children in this group. All the children were attending school with hearing children whose language skills are likely to be in the normal range for four to six year olds. We therefore need to ensure that the ongoing educational management of these deaf children with implants addresses their spoken grammar delay in order that they can benefit more fully from formal education. Copyright © 2009 John Wiley & Sons, Ltd.