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Communication and Emergent Literacy: Early Intervention Issues
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development Institute, 2005
Communication Development and the Impact of Visual Impairments
Session 2
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI 2A
After completing this session, participants will
1. describe seven levels of communicative competence.
2. describe the development of communication and language in typically developing children from birth through 36 months.
3. define language, and describe five elements of language.
Objectives
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
After completing this session, participants will
4. explain the importance of caregiver responsiveness in parent-child attachment and communication.
5. describe the importance of concept development for communication and why children with visual impairments may develop concepts differently.
2B
Objectives
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
After completing this session, participants will
6. describe six modes of nonlinguistic/ prelinguistic communication, and explain how visual impairments may prevent children from engaging in typical nonlinguistic/prelinguistic communicative behaviors.
2C
Objectives
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
After completing this session, participants will
7. describe the potential impact of visual impairments on nonlinguistic/prelinguistic communication, including the development of idiosyncratic communicative behaviors of children with visual impairments and additional disabilities.
8. describe the potential impact of visual impairments, with and without additional disabilities, on language development.
2D
Objectives
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Seven Levels of Communicative Competence
As children develop, they become more competent at communicating and progress through seven levels of competence.
Rowland & Stremel-Campbell, 1987
2E
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Level I: Pre-intentional behaviorReflexive behavior that reflects the
child’s state (e.g., hungry, sleepy)
• Level II: Intentional behaviorBehavior is intentional but not intended to communicate
At these levels, caregivers interpret behaviorsas communicative although the child does notintend to communicate.
Rowland & Stremel-Campbell, 1987
2F
Levels I and II
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Level III: Nonconventional presymbolic communicationNonconventional gestures used in an attempt to affect caregiver’s behaviorExamples: laugh, babble
• Level IV: Conventional presymbolic communicationConventional gestures used to influence caregiver’s behaviorExamples: wave, point, nod, kiss
Rowland & Stremel-Campbell, 1987
2G
Levels III and IV
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Level V: Concrete Symbolic Communication Use of concrete symbols that share features of the referent
Examples: make animal sounds, use depictive gestures (e.g., arms up for ‘hold me’)
• Level VI: Abstract Symbolic Communication Limited use of abstract symbols (e.g., spoken words)
Example: speech or sign used one word at a timeRowland & Stremel-Campbell, 1987
2H
Levels V and VI
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Level VII: Formal Symbolic Communication
Rule-bound (adult-like) use of abstract communication system
Example: combining two or more words to communicate
Rowland & Stremel-Campbell, 1987
2I
Level VII
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Receptive Communication in Infants
• Infants attend to human voices and become excited when parents approach.
• Infants begin to smile when adults smile and calm when picked up while crying.
• Infants respond to their name by 6 months.
Adamson, 1996
Sachs, 1997
2J
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Nonintentional Communication
• Newborn infants do not intend to communicate—they simply react.
• Nonintentional communication dominates the first 6 to 8 months of life as children learn to engage in behaviors that elicit adult responses. Owens, 2001
Sachs, 1997
2K
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Examples of early nonlinguistic
communication include
• crying,
• laughing,
• cooing, and
• babbling.
Owens, 2001
Sachs, 1997
2L
Expressive Communication in Infants
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Language is symbolic—based on sounds that
represent objects, people, events, actions, etc.
Nonsymbolic communication includes
• vocalizations (e.g., babbling, crying),
• gestures,
• facial expressions, and
• social referencing (i.e., looking to an adult to
determine how to respond to a novel
situation).
2M
Symbolic and Nonsymbolic Communication
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Other forms of nonsymbolic communication
include
• joint visual attention (i.e., looking at the same
object that an adult looks at) and
• responsiveness to a communicative partner.
Infants use nonsymbolic
communication
• to gain an adult’s attention and
• to express desires and needs.2N
Nonsymbolic Communication
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Children with and without disabilities vary considerably in the ages at which they attain communication and language milestones.
• The ages associated with milestone acquisition in typically developing children provide a reference point only, and should be viewed cautiously.
• Children with disabilities, and particularly those with multiple disabilities, may show tremendous variability in the ages at which they attain developmental milestones.
2O
Individual Differences in Development
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• 10 to 18 months: first true word
• 10 to 18 months: points to an object and uses word approximation
• 12 to 18 months: vocabulary of 3 to 20 words; 50% of words are nouns
• 12 to 18 months: uses phrases such as “All gone” and “Want more”; begins using verbs and adjectives
2P
First Words
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Expressive Language of the Toddler
• 2 years: approximately 65% of speech is intelligible, with ~50 recognizable words
• 2½ years: 70% of speech is intelligible, with ~200 words
Answers Where?, What . . .doing?, and What do you hear? questions
Uses two-word phrases including negation (e.g., “No bed”), possessives (e.g., “Mommy car”), and pronouns (e.g., “Me Janey”)
2Q
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• 3 years: 80% of speech is usually
intelligible, with ~500 words
Asks simple questions and repeats
sentences
Uses articles such as “a” and “the”
Uses contractions and –ing endings
25% of utterances are nouns and 25% are verbs
2R
Expressive Language of the Toddler
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
12 to 18 months
• Follows simple one-step commands
• Points to one to three body parts
• Identifies one or
two objects from a
group of objects
2S
Receptive Language of the Toddler
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Between 18 and 24 months
• Comprehends
about 300 words
• Interested in
listening to stories
2T
Receptive Language of the Toddler
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• 2½ years Comprehends 500 words Listens to 5-10 minutes of a story Carries out two related commands
• 3 years Comprehends 900 words Knows concept words such as in/on and
big/little
2U
Receptive Language of the Toddler
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Phonology—rules that govern the use of
speech sounds
• Morphology—rules that determine the
internal organization of words
• Semantics—rules that determine the
meaning of words and word combinations
2V
Elements of Language
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Syntax—rules that govern the form or structure of a sentence
• Pragmatics—rules that governs how a given language is used in different social contexts and environments
2W
Elements ofLanguage
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Attachment describes the emotional connection between people in intimate relationships such as parent and child.
Zeanah & Boris, 2000
2X
Attachment
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Examples of behaviors that encourage attachment are
• crying,
• smiling,
• crawling toward a caregiver, and
• clinging to a caregiver.
2Y
Attachment
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Attachment behaviors may be delayed, occur less frequently, or occur with less clarity, in children with visual impairments.
• Caregiver responsiveness is the most important factor in encouraging attachment with children with visual impairments.
Fazzi, 2002
Warren & Hatton, 2003
2Z
Attachment and Visual Impairment
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Responsiveness includes reading children's signals to know when they want to interact, when they are tired or overstimulated, and what interests the child.
Fazzi, 2002
Warren & Hatton, 2003
2AA
Attachment and Visual Impairment
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Talk to children before picking them up.
• Give children time to adjust to new situations.
• Look for subtle responses such as changes in breathing or body posture.
• Allow children to touch your face in order to recognize you.
• Carry infants in cloth baby carriers (chest or back) during daily routines and when participating in community activities. Ferrell, 1985
2BB
Facilitating Attachment
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Turn-taking—parents wait for child to act, thenimitate, and follow child’s lead.
2CC
Facilitating Nonlinguistic/Prelinguistic Communication
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Social routines—teach turn-taking and patterns while providing consistency for a communicative exchange.
• Interactive matching—parents adjust their interaction style to match children’s pace, level of functioning, and lead.
• Environmental arrangement—can prompt children to use gestures or vocalizations to
secure toys.
2DD
Facilitating Nonlinguistic/Prelinguistic Communication
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
What is concept development?
• A concept is a general idea that develops through repeated experiences with specific events.
• Children need repeated experiences with specific examples to generalize concepts.
Warren & Hatton, 2003
2EE
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Movement
• Children with visual impairments often have delays in motor development.
• Delayed motor development impedes movement and exploration.
• Lack of exploration directly impacts concept development and communication.
Adelson & Fraiberg, 1974
Jan, Sykanda, & Groenveld, 1990
Palazesi, 19862FF
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Provide children with multiple active experiences to build concepts.
• Children learn concepts through natural experiences and play.
• Concepts are best learned within functional activities.
• Children with visual impairments are often delayed in concept development due to loss of visual input and delays in self-initiated movement.
2GG
Concept Development
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Take advantage of naturally occurring events (e.g., accidents, a dump truck on the street).
• Expose children to concepts in the home and in the community.
2HH
Promoting Concept Development
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
There are six modes of nonlinguistic/prelinguistic
communication between infant and caregiver.
• Proxemic—movement toward or away from the caregiver
• Kinesic—recognition of facial expressions
• Gestural—child reaching toward caregiver
2II
Six Modes of Nonlinguistic/Prelinguistic Communication
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
There are six modes of nonlinguistic communication between infant and caregiver.
• Ocular—looking behaviors shared between infant and caregiver
• Tactile-kinesthetic—touching between infant and caregiver
• Vocal—vocalizations from the infant to the caregiver, combines vision and hearing
2JJ
Six Modes of Nonlinguistic/Prelinguistic Communication
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• All, except tactile-kinesthetic, rely partly or entirely on visual input.
• Visual impairments limit or alter other modes of communication.
• Visual impairments may decrease children’s communicative initiations about objects in the environment. Sapp, 2001
2KK
Influence of VI on Modes of Nonlinguistic Communication
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Children with visual impairments engage in nonlinguistic communication that is interpreted by and responded to by their mothers.
• The repertoire of communicative behaviors of children with visual impairments is more limited than their peers.
Preisler, 1991
Rowland, 1984
Urwin, 1984
2LL
Key Issues From Research
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Mothers of children with visual impairments engage in patterns of communication that differ from mothers of typically sighted children.
• Children with visual impairments smile, coo, and attempt to imitate adult speech at similar ages as children with sight.
Preisler, 1991
Rowland, 1984
Urwin, 1984
2MM
Key Issues From Research
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Children with visual impairments use imitation to elicit communicative responses from mothers, and they respond to their mothers’ use of routines for communication.
• Children who are blind do not demonstrate conventional gestures (e.g. showing, waving, and nodding).
Preisler, 1991
Rowland, 1984
Urwin, 1984
2NN
Key Issues From Research
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Mothers of children with visual impairments
• are more likely to be physically involved and to engage in controlling behaviors,
• modify common interactive routines to encourage child participation, and
• use routines that involve social play or imitation and are less likely to be action based.
Behl et al., 1996 Chen, 1996
2OO
Maternal Interactions and VI
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Parents face additional challenges in interpreting nonintentional communication.
• Mothers engage in fewer positive and more negative interactions with children with multiple disabilities than do mothers of sighted children.
Baird et al., 1997
Rogers & Puchalski, 1984
2PP
Children With VI and Additional Disabilities
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Mothers of children who have multiple disabilities identify fewer behaviors as communicative.
• Children often vocalize less, are more negative in their vocalizations, and develop idiosyncratic ways of communicating.
Baird et al., 1997
Rogers & Puchalski, 1984
2QQ
Children With VI and Additional Disabilities
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Phonology and morphology develop in children with VI at the same rate as in sighted children.
• Semantics:
The first 50 words of children with VI have more specific nouns and fewer general nouns than those of sighted children.
Children with VI are less skilled at verbal classification than are sighted children.
2RR
Development of Language in Children With VI
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Sighted children learn pragmatics through communicative/social interactions with adults and other children.
• Children with visual impairments develop social smiles at the same time as typically developing children.
Conti-Ramsden & Pérez-Pereira, 1999
Rogers & Puchalski, 1986
2SS
Pragmatics
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
Children with visual impairments
• ask more questions,
• use questions to request an action from communication partners, and
• rely more on routines, repetition, and imitation than do sighted children.
Erin, 1986; 1990
Pérez-Pereira & Castro, 1992; 1997
2TT
Pragmatics
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• During communication, children with visual impairments have fewer verbal turns and more nonverbal turns than do their sighted peers.
• Mothers of children with blindness initiate more communication than do mothers of children with low vision.
Conti-Ramsden & Pérez-Pereira, 1999
Rogers & Puchalski, 1986
2UU
Pragmatics
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Children with visual impairments have difficulty learning to read body language.
• Children with multiple disabilities initiate communication less frequently, and communicative partners spend less time facing the child.
• Visual impairments may impede children’s ability to understand nonverbal aspects of communication.
Kekelis & Prinze, 1996
Moore & McConachie, 19942VV
Pragmatics
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
After speech develops, many
aspects of communication
are still nonverbal
and can include
• turn-taking,
• body language,
• initiations, and
• responsivity.
Hala, 1997
2WW
Nonverbal Communication and Visual Impairments
Early Intervention Training Center for Infants and Toddlers With Visual ImpairmentsFPG Child Development InstituteUniversity of North Carolina at Chapel HillAugust 1, 2005
Communication Development & Impact of VI
• Children with multiple disabilities have delays in language development.
• Children with multiple disabilities may use alternative systems including touch cues, augmentative
communication devices(high- and low-tech),
signing, and hand-in-hand signing.
Fazzi & Klein, 2002
2XX
Children With Multiple Disabilities
Recommended