Language & Speech Of The Deaf & Hearing Impaired

Front 1

Communication Exposure

Back 1

- family dynamics are different (good model for speech and lang)
- other special needs
- cultural and linguistic diversity
- early identification

Front 2

Language Characteristics

Back 2

- syntax
- semantics
- pragmatics
- restricted knowledge of Schema

Front 3

Lexical-Semantic Skills

Back 3

- restricted knowledge of word classes, too many nouns & verbs
- restricted variance of syntax
- plateau

Front 4

Pragmatic Skills

Back 4

- generally fall behind their hearing peers
- difficulties in turn-taking, topic identification, communication repair
- plateau at 11 years with slower development

Front 5

Literacy Development

Back 5

- very difficult for ASL users
- must expose HI child at a young age
- allow access to captioned television and TDD

Front 6

Language Assessment

Back 6

- 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

Front 7

Language Management

Back 7

strategies
- recasting
- building schemata
- sabotage activity
- pre-literacy activities

Bilingual education ASL and Spoken English

Front 8

Speech Characteristics

Back 8

- 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%

Front 9

Respiration

Back 9

- poor vocal fold adduction prior to phonation
- lose lots of air in preparation for speech

Front 10

Speech Characteristics

Back 10

- Sever to profound loss
- respiration
- resonance
- phonation
- articulation & phonology
- suprasegmental aspects

Front 11

Resonance

Back 11

- can exhibit both hyper and hypernasality
- may use nasality as a speech perception cue

Front 12

Phonation

Back 12

- inadequate vocal adduction for vowels resulting in breathy voice
- poor control of the fundamental frequency
- often higher fundamental frequency
- speech intensity can vary

Front 13

Articulation & Phonology

Back 13

- 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”

Front 14

Suprasegmental Aspects

Back 14

- 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

Front 15

Poor Pragmatic Skills

Back 15

- ignore clarification requests
- lots of nods and bluffs
- don’t know how to repair a breakdown

Front 16

Average reading level of a deaf student who wears hearing aids

Back 16

is 3rd - 4th grade, rarely exceeding 7.5 grade reading level

Front 17

Literacy

Back 17

- 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

Front 18

Recast

Back 18

- child "big house"

- Adult "Yes, the house is big"

Front 19

Intelligibility

Back 19

- 20% of words for severe/profound
- 56% of vowels, 72% of consonants
- more errors= less intelligibility

Front 20

After 5 years with a Cochlear Implant

Back 20

80% intelligible speech

Front 21

the HI or Deaf have no morphemes for

Back 21

plurality or past tense

Front 22

the HI or Deaf miss

Back 22

multiple meanings
- go stand by the piano
- put this on the music stand

Front 23

the HI or Deaf's vocabulary

Back 23

is mostly things they can touch
- difficulty with abstract words

Front 24

Language Skills

Back 24

come in the same order, but as a much slower rate