CSD 3000DEAFNESS IN SOCIETY

Topic 3PSYCHOSOCIAL EFFECTS OF

DEAFNESSHearing Loss and Language

Acquisition

The Components of Language

• FormThe structure of language

• ContentThe meaning of language

• UseThe goal or purpose of language

The Five Rule Systems of Language

FormSyntax

Rules for combining words into sentencesMorphology

Rules for combining speech sounds into meaningful units

PhonologyRules for combining speech sounds to make words

ContentSemantics

Rules for combining words and meaning of wordsUse

PragmaticsRules for conversation

Some Characteristics of Normal Language

Acquisition A process that occurs in

natural contexts Only requirement is

repeated opportunities for meaningful conversation with adults

Children are cognitively programmed to learn language

No one language is universal No one language is easier or

harder to learn

When Things Interfere with Acquisition…

Problems arise when..

Language is used inconsistently by adults

Obstacles prevent full access to the language

Factors Affecting the Degree of Language

DifficultiesLanguage learning difficulties vary

depending on:1. The degree of hearing loss2. Intelligence3. Family communication styles4. Intervention programs the child

ultimately is exposed to

Effect on theMother-Child Bond

Deafness has the potential to impair the communication between a child and his hearing parents

This has become a recent “hot topic” in the literature regarding psychosocial affects of deafness

Early BondsUnderstanding the effect of deafness on

the early bonds between mother and child is important because:

1. Communication is integral to the emotional bond between parents and their children

2. It is only through the conversations between children and their parents that the rules of language are acquired

The First Six Months

“Motherese”The way parents

interact in a meaningful way with their young babies

MothereseSome characteristics of the linguistic

forms used by mothers with their young babies:

1. Simple, well-formed, clear linguistic forms

2. High pitch3. Exaggerated stress and

intonation

Interactions Between Hearing Parents and Their

Deaf BabiesA study by Meadow-Orlans & Steinber

(1993) concluded: Hearing mothers were less likely to use

frequent and postive touch with their deaf infants

Hearing mothers were less sensitive, more intrusive, less flexible, and less consistent in their responses to their deaf infants compared to mothers who were deaf

The Second Six Months

Evidence of intentional communication

The use of gestures and nonverbal communication

Parent-Child Interactions During this Period

Parent’s interactions appear more directive than interactive Conversations are rather one-

sided Failure to respond to the child’s

communication behavior

Preschool Language

Knowledge of schema Facilitates language

development

Hearing ImpairmentLimits schema

Limited access to family’s use of language

Reduces opportunity for incidental learning

Relationship Between Hearing Loss and Language Deficit

Linguistic skills vary tremendously due to:

1. Speech understanding2. Benefit from amplification3. Individual learning

characteristics4. Intelligence5. Family communication

styles

Common Trends

1. Language delay2. Language skill plateau3. Deaf children show evidence of

deviant linguistic forms

Phonology

Normal but delayedDeaf children show deviant

development

SyntaxNormal but delayed

Restricted knowledge of word class Restricted knowledge of different

syntactic formsDeaf children show evidence of

deviant syntax

Morphology and Vocabulary

A study by Moeller (1986):

Peabody Picture Vocabulary Test (PPVT) and Boehme Test of Basic Concepts

Deaf children in a residential program 4-20 years oldPPVT score means were equivalent to normally

hearing 6-8 year olds; little improvement after age 12

Boehme scores of 16-18 year olds equivalent to normally hearing 6-8 year olds

Expressive vocabulary of deaf 4 year olds averaged 150 words

Morphology and Vocabulary

A study by Davis (1986):

Mild-to-moderate hearing impaired first, second, and third graders (Iowa) mainstreamed in regular classrooms

Boehme scores and PPVT scoresPPVT delay of 1-3 years75% of the sample scored below the 10th

percentile on the Boehme

Semantics and PragmaticsSemantics

DelayPragmatics

Turn-taking, topic initiation and maintenance