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Comprehensive Exams > Q2- Communication Options > Flashcards

Q2- Communication Options Flashcards

1
Q

How should information be presented to families?

A

All the information provided should be unbiased, relevant, and accurate (Eleweke & Rodda, 2000)

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2
Q

What is acquiring age-appropriate language dependent on?

A

Successfully acquiring age-appropriate language is dependent on the following factors:
o Child’s age at the time of identification of the hearing loss
o Availability of early intervention programs
o Communication environment of the home
o Amount of parent involvement and support during the child’s intervention

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3
Q

What is a communication option?

A

Communication option refers to the means by which the child and their family receive and express language (Gravel & O’Gara, 2003)

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4
Q

What are the different communication options (x8)?

A
  • American Sign Language (ASL)
  • Auditory-Verbal approach
  • Auditory-Oral approach
  • Cued Speech
  • Manually Coded English (MCE)
  • Total Communication (TC) method
  • Simultaneous Communication
  • Bilingual-Bicultural (Bi-Bi)
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5
Q

What is American Sign Language (ASL)?

A

 Language with its own set of rules: visual phonology, syntax, semantic, and pragmatic (Gravel & O’Gara, 2003)
 ASL is not a signed representation of spoken English
 Children who use this communication mode are able to develop language at similar milestones as their spoken language counterparts.
 Different grammatical structure dissimilar to English

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6
Q

What are the pros of ASL?

A
  • Interaction with members of Deaf culture/community.

* The child has a support group and community they belong to

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7
Q

What are the cons of ASL?

A
  • If the parents are hearing and are not fluent in ASL, they will need to learn and become fluent in ASL in order to adequately support their child.
  • Does not follow English grammatical structure, which makes reading English difficult
  • Not as many people use ASL, which can limit social interactions and communication
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8
Q

What are the goals of the auditory-verbal approach?

A
  • Development of spoken language through the use of aided residual hearing
  • Complete integration of the child into the community where spoken language is used
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9
Q

What is the auditory-verbal approach?

A

 Requires audiological support, speech and language therapy services, and additional assistance to promote a child’s success.
 Family serves as spoken language models

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10
Q

What are the pros of the auditory-verbal approach?

A

With amplification and exposure to auditory information, deaf children can acquire spoken language similar to their normal hearing peers (Gravel & O’Gara, 2003)

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11
Q

What are the cons of the auditory-verbal approach?

A

• Requires early intervention with amplification in order to take advantage of the critical time window for language development
• Deaf children experience many challenges acquiring spoken language:
o Restricted dynamic range and compromised frequency resolution do not allow these children to benefit from amplification
• The child and the family are usually not exposed to Deaf culture and/or ASL
• Restricts use of visual cues, speech reading, and signs

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12
Q

What are the goals of the auditory-oral approach?

A
  • Development of spoken language through aided residual hearing and the use of speechreading, facial expressions, and other gestures
  • Inclusion in the mainstream in school and overall community
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13
Q

What is the auditory-oral approach?

A

 Requires consistent use of amplification in conjunction with auditory training and speech therapy
 Family serves as spoken language models

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14
Q

What are the pros of the auditory-oral approach?

A

• With amplification and exposure to auditory information, deaf children can acquire spoken language similar to their normal hearing peers (Gravel & O’Gara, 2003)

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15
Q

What are the cons of the auditory-oral approach?

A

• Requires early intervention with amplification in order to take advantage of the critical time window for language development
• Deaf children experience many challenges acquiring spoken language:
o Restricted dynamic range and compromised frequency resolution do not allow these children to benefit from amplification
• The child and the family are usually not exposed to Deaf culture and/or ASL

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16
Q

What is cued speech?

A

 The speaker uses specific hand gestures while speaking simultaneously to help the listener distinguish between similar looking sounds on the speaker’s lips
 Comprised of eight different handshapes and four different hand locations around the speaker’s face
 The child may or may not use amplification in conjunction with this communication mode

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17
Q

What are the pros of cued speech?

A

Use of visual cues to supplement auditory information.

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18
Q

What are the cons of cued speech?

A

Requires family members to learn and become fluent in Cued speech.

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19
Q

What is Manually Coded English (MCE)?

A

 Use of a sign system and fingerspelling to represent spoken English
 Used in conjunction with Total Communication and/or Simultaneous Communication
 The child may or may not use amplification in conjunction with this communication mode.

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20
Q

What are the pros of MCE?

A

Use to visual cues to supplement auditory information.

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21
Q

What are the cons of MCE?

A
  • Requires family members to learn and become fluent in MCE

* Will require an interpreter to help child communication in their educational setting

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22
Q

What is the Total Communication (TC) method?

A

 Communication method for children to use and all communication methods necessary to facilitate language acquisition
 May include speech, fingerspelling, manual signs, gestures, speechreading, cued speech and/or amplification of residual hearing
 Most widely used communication method in educational settings for the Deaf
 Uses MCE system
 Uses amplification

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23
Q

What are the pros of the TC method?

A
  • Most common communication method used in Deaf educational settings
24
Q

What are the cons of the TC method?

A

• Requires family members to learn and become fluent in MCE

25
Q

What is the simultaneous communication method?

A

 Uses sign system and finger spelling and speech

 Does not require the use of amplification

26
Q

What are the pros of the simultaneous communication method?

A

• Use of both sign and spoken language

27
Q

What are the cons of the simultaneous communication method?

A

• Requires family members to learn and become fluent in MCE

28
Q

What is the bilingual-bicultural (Bi-Bi) method?

A

 Language learning begins with ASL and then spoken language

 Combines ASL and a form of spoken language (MCE, Cued Speech)

29
Q

What are the different educational options available (x5)?

A
  • Public School Classroom
  • Public School Classroom with Resource Room Support
  • Self-contained classroom
  • Separate Nonresidental School
  • Separate Residential School
30
Q

What is a public school classroom?

A

 Deaf children are taught in a classroom alongside their normal hearing peers
 Different supports are in place in the general education classroom
• Teacher of the Deaf (TOD) and/or special education teacher may co-teach with the general education teacher
• Classroom teacher may provide services by collaborating with the TOD and/or special education teacher

31
Q

What are the pros of a public school classroom?

A
  • Receive maximum exposure to normal hearing peers

* Ideal placement for children to learn with minimal supports

32
Q

What are the cons of a public school classroom?

A

• Special education services may not be as intensive

33
Q

What is a public school classroom with resource room support?

A

 Separate classroom where a TOD and/or special education teacher works with an individual or group of students for certain subjects
 Students are placed in a GE setting but are pulled out for specialized services
 Provides intensive and individualized instruction which is not available in a general education classroom

34
Q

What are the pros of a public school classroom with resource room support?

A

• Instruction is individualized for the needs of each student

35
Q

What are the cons of a public school classroom with resource room support?

A

• Students may encounter or perceive negative stigma from their peers for going to the resource room

36
Q

What is a self-contained classroom?

A

 Special education classrooms designed for children who would struggle in a typical classroom
 Taught by special education teachers, assisted by a TOD, instructional assistants, or paraeducators
 These classrooms often have a special focus , such as behavioral disorders, autism, etc.

37
Q

What are the pros of a self-contained classroom?

A
  • Lower student-teacher ratio
  • Highly structured and designed to provide appropriate services that may not be available in a general education classroom
  • Instruction is provided in a small-group environment with a highly trained educators
38
Q

What are the cons of a self-contained classroom?

A
  • Reduced interaction with peers in the general education classroom
  • Access to a TOD can be limited
39
Q

What is a separate nonresidential school?

A

 Since public schools vary in available programs and services, students may need to attend another school that can meet the needs of that individual.
 If public schools cannot provide the appropriate services that each students need, they are legally required to pay for tuition and transportation to the other school

40
Q

What are the pros of a separate nonresidental school?

A

• Highly specialized schools with specially trained staff that can provide the necessary and appropriate services to their students

41
Q

What are the cons of a separate nonresidential school?

A
  • Exposure to typically developing peers is not available
  • May be a long commute for the student depending on geographical location
  • May be difficult for the child to interact with their neighborhood peers and community because they attend a school out of the area
42
Q

What is a separate residential school?

A

 Available in all states except for Nebraska and Wyoming
 State residential schools use both ASL and spoken language, but the emphasis is on ASL
 Private residential schools primarily use ASL

43
Q

What are the pros of a separate residential school?

A
  • Sense of community for students because they are surrounded by Deaf peers
  • The focus of these schools is on Deaf culture and ASL
44
Q

What are the cons of a separate residential school?

A
  • Students may be isolated from their families
  • If acquiring spoken language is the primary goal of the family, there will not be adequate supports in place for these children since these programs focus on Deaf culture and ASL
45
Q

Which communication option is the best?

A
  • There is no one single communication option that results in the best outcomes.
  • Audiologists should provide robust and comprehensive resources about each communication mode.
46
Q

What resources should the audiologist provide the parents to aid in their decision making?

A
  • Informational materials about what a hearing loss is and what it means
  • Information about hearing devices (hearing aids, cochlear implants)
  • Connect parents with other families who use each communication option
  • Opportunities to meet Deaf adults and other members of the Deaf community
  • Support services
  • Help arrange visits with early intervention and educational programs that use each mode of communication
  • Information about the social, cultural, and linguistic life of the Deaf community (Hyde, Punch, & Komesaroff, 2010)
  • Multiple resources on language development with each communication mode
47
Q

Resource 1: Informational materials about what a hearing loss is and what it means.

A

o Research has demonstrated that parents of deaf children are not provided with adequate information regarding what a hearing loss is and what it entails (Eleweke & Rodda, 2000)

48
Q

Resource 2: Provide parents with information about hearing devices (hearing aids, cochlear implants).

A

o Important to counsel parents on reasonable expectations with these devices.
o Parents may think that hearing aids and cochlear implants will restore their child’s hearing to normal.
o It is important to establish realistic expectations so that they are not disappointed if the devices do not work as well as they hoped (Eleweke & Rodda, 2000)
o Parents need to be aware of the limitations and advantages of the different hearing devices available.
o There is wide variability in children’s outcomes with cochlear implants, which means there is no guarantee about the benefit a child will receive with these devices (Hyde, Punch, & Komesaroff, 2010)

49
Q

Resource 3: Connect parents with other families who use each communication option.

A

o Families of children who are Deaf often experience isolation when making decisions about their child’s communication mode and educational setting.
o Connecting families of newly identified children with families who have already experienced these choices can help provide necessary support.

50
Q

Resource 4: Opportunities to meet Deaf adults and other members of the Deaf community

A

o Research has demonstrated the benefits of establishing connections between families of newly identified children with members of the Deaf community.
o This connection helps parents to envision their child’s future that is not limited by their recent diagnosis.
o These individuals can go into the home and collaborate with EI services.

51
Q

Resource 5: Support services

A

o Can help parents effectively utilize their own strengths and resources (Eleweke & Rodda, 2000)
o Important to teach families how to achieve communication with their deaf child
o Can provide families with assistance and guidance
o Facilitate participation in early intervention programs

52
Q

Resource 6: Help arrange visits with early intervention and educational programs that use each mode of communication

A

o Audiologists help serve as a liaison between the parents and early intervention programs

53
Q

What are the next steps proceeding each communication options once the parents make their decision?

A
  • Regardless of the communication mode selected, early identification of hearing loss and intervention with the selected communication model will result in superior expressive and receptive communication skills relative to children whose hearing losses are identified later.
  • Several studies have demonstrated that children who receive early intervention before 6 months of age demonstrate better outcomes in language development (Moeller, 2000)

Step 1: enroll the child and their family in EI services
Step 2: Selection of communication mode that requires amplification

54
Q

Step 1: Enroll the child and their family in EI services

A

o Qualified service providers must be available to service children and their families, regardless of the communication choice selected.
o For families who select ASL, EI services must be provided by an early interventionist who is a fluent and/or native ASL signer (Yoshinaga-Itano, 2014)
o For families who select a communication mode that involves the use of spoken language and amplification devices, EI services should be individualized according to their current auditory abilities (Yoshinaga-Itano, 2014)

55
Q

Step 2: selection of communication mode that requires amplification

A

o For cochlear implants, the earlier the age of implantation result in greater overall vocabulary growth.
o Children implanted at 12 months or less are able to acquire spoken language because they are implanted during the critical period of language acquisition (Sharma, Dorman, & Spahr, 2002)

Comprehensive Exams (3 decks)

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