Explain language development in normal hearing children 2. Discuss how age of cochlear implantation is vital in hard of hearing children in terms of language • Discuss the difference in language development among children who had an earlier cochlear implantation versus those who had implantation later • Compare language skills of normal hearing children with those who had early implantation B. Discuss studies that propose that early implantation is key to better language development C. What can be done to ensure great language development in children who have cochlear implants? a. Environment Article 1-“Will they catch up?
Speech development is very important to young children because they need to know how to communicate with teachers and classmates. Communication is the basis for learning. “Being aware of sounds appears to help language development, and this can help narrow the gap in language skills hearing-impaired children experience compared with their hearing peers” (Hear). Cochlear implants can greatly improve a deaf child’s developmental abilities. “We have found that when a child receives a cochlear implant, the child begins to develop language skills at about the same rate as a child with normal hearing, said researcher Dr. Mario A. Svirsky” (Hear).
Recent changes in treatment of pre-lingual deafness and technological advancements have impacted linguistic outcomes for children who are deaf or hard-of-hearing (Figueras et al., 2007; Papsin & Gordon, 2007). Most children who are identified early, amplified by one year-of-age, and receive quality Listening and Spoken Language (LSL) intervention services can achieve levels comparable to peers in regard to language ability and cognitive function (Figueras et al., 2007; Papsin & Gordon, 2007). While current LSL programs promote spoken language development and higher cognitive function, critical aspects influence performance levels. Specific factors most responsible for accelerating or impeding language development and future cognitive capability are: • Newborn hearing screenings and early amplification (Moog & Geers, 2010) • Daily use of hearing aids or cochlear implants (Moog & Geers, 2010) • Ongoing advancements in hearing technology (Moog & Geers, 2010) • Effective coaching and language strategies (Moog & Geers, 2010) • Parent involvement, maternal sensitivity, and quality of linguistic interactions (Gilkerson & Richards, 2008; Weir et al., 2007; Quittner et al., 2013; Zimmerman et al. 2009) The greatest influential factor affecting spoken language outcomes in any early intervention program is early amplification and immediate and ongoing linguistic stimulation for children who are deaf or heard-of-hearing (Papsin & Gordon, 2007; Moog & Geers, 2010; Zimmerman et al., 2009).
The International Journal of Bilingual Education and Bilingualism, 11(1), 1-29. Webster, R., Erdos, C., Evans, K., Majnemer, A., Kehayia, E., Thordardottir, E., et al. (2006). The Clinical Spectrum Of Developmental Language Impairment In School-Aged Children: Language, Cognitive, And Motor Findings. Pediatrics, 118, e1541-e1549.
Language acquisition by children with Down syndrome: a naturalistic approach to assisting language acquisition. Child Language Teaching and Therapy pp. 163-180. Adamson, L., Bakerman, R., Deckner, D. & Romskey, M.(2008). Joint Engagement and the Emergence of Language in Children with Autism and Down Syndrome.
Speech therapy is the treatment of speech, language, and communication disorders. There are many benefits for speech therapy with children who have autism. When people first hear speech therapy they may not think about children who have autism, but instead those who may be deaf or have a speech disorder which is not always the case. Children who have autism can also benefit from speech therapy by being able to build better relationships, help interact with other people, and be able to be a part of society. Many children are diagnosed with a speech or language impairment whether it’s a simple stutter, late development, autism, or even down syndrome.
Itano, C. Y. (1997). The challenge of assessing language in children with hearing loss. Language, Speech & Hearing Services in Schools, 28(4), 362. Retrieved from http://search.proquest.com/docview/232585838?accountid=14800 Keating, E., & Mirus, G. (2003).
Teaching British Sign Language to mentally disabled children helped not only their ability to communicate but also improves their literacy skills and mental processing skills. Teachers and doctors enjoyed using and teaching British Sign Language to people with mental disabilities even if it wasn’t proven that it helped. (Francis and Williams, 1). After studies that taught British Sign Language to children with mental disabilities, the results demonstrated that it helped create better speech (Francis and Williams, 1). Not only that, but the children were able to detect meaning in the signs (Vallotton 16).
Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergero n, J. P. Connor, C. M. Emergent Literacy Skills During Early Childhood in Children With Hearing Loss: Strengths and Weaknesses. Volta Review Vol. 108 (Issue 2), p91-114. Eriks-Brophy, A., Whittingham, J. (2013).
Beginning to Talk Like an Adult: Increases in Speech-Like Utterances in Young Cochlear Implant Recipients and Typically Developing Children. American Journal Of Speech-Language Pathology, 22(4), 591-603. doi:10.1044/1058-0360(2013/12-0058) Jackson, C. & Schatschneider, C. (2014). Rate of Language Growth in Children with Hearing Loss in an Auditory-Verbal Early Intervention Program. American Annals of the Death, 158(5), 539-554. Jeddi, Z., Jafari, Z., Zarandy, M. M., Kassani, A.