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Communication Options for All Types of Communicators
Communication Options for All Types of Communicators
As children develop, they are more keen to learn the language they are exposed to the most. There are hundreds of languages, both verbal and visual language models that can be used to help any individual communicate. When an infant is first born, they are tested in the newborn hearing screening to test early onset hearing loss. In our world today, most language is communicated orally between individuals.
Types of Communication Systems
Types of Communication Systems
Listening and Spoken Language (LSL) Systems
Listening and Spoken Language (LSL) Systems
This includes the auditory-oral and auditory verbal approaches.
Manual-Visual
Manual-Visual
This type of language modality includes American Sign Language (ASL) and ASL/English (bilingual-bicultural)
Systems that Combine Visual and Auditory Information
Systems that Combine Visual and Auditory Information
Total communication, Pidgin Signed Language, and Cued Speech are apart of this communication system.
Listening and Spoken Language Systems
Listening and Spoken Language Systems
Auditory-Oral Approach
Auditory-Oral Approach
"The auditory-oral approach is based on the fundamental premise that acquiring competence in spoken language, both receptively and expressively, is a realistic goal for children who are deaf, or hard of hearing."[20] This approach focuses on building communication skills in environments that communication is primarily used, at home, schools, and others.
Parent involvement is a large factor into whether or not this approach will be successful. In order for the child to develop an effective speech and language awareness, educating the parents in how the process works allows them to become huge communication partners with their children.
Along with bringing parents into the process, making sure the child has working amplification devices and that they work correctly will help boost the success of this approach. With how advanced and flexible hearing devices are for children with hearing aids, it is expected that ever child can hear speech at the conversational level (between 50-65 dB HL). Each child's hearing needs vary so they are all monitored over time and modifications are made when necessary. There are four levels of listening skill development, discrimination, detection, identification, and comprehension. In development, "the purpose of developing listening skills is to further spoken language competence...," where speech is the primary stimulus.[20]
Another important aspect to the auditory-oral approach is the need to be consistent with quality speech training. For the child to learn high level production skills, like duration, loudness, pitch, and articulation, skilled teachers are needed to work individually with the student. The two levels that are worked on are the phonetic and phonological, working on isolated syllables and proficiency with words/phrases/sentences. "This is crucial as meaningful communication is the goal and serves to stimulate further development."[20]
It is believed that language is best learned with child-centered, natural situations. This is a needed balance between teacher-directed activities and child-led conversations. Students typically develop more useful communication skills when they are not memorizing flashcards and vocabulary lists.
For auditory-oral to be implemented effectively, is it required that there be a range of placement options. Individual sessions and self-contained or mainstream placements for younger grades is are necessary options. Which placement a child is moved into depends largely on their social, communication, and learning skills.
For more information on the auditory-oral approach, visit:https://www.hoagiesgifted.org/eric/e551.html
Auditory-Verbal Approach
Auditory-Verbal Approach
This approach is an auditory-based teaching technique with high family involvement. This method focuses on how a "child can "learn to listen"; and through learning to listen, develop spoken language."[21] As deafness is continuing to change among family environments, the need for intervention is changing with it. Alexander Graham Bell Association describes this approach as follows:
"... promotes early diagnosis, one-on-one therapy, and state-of-the-art audiologic management and technology. Parents and caregivers actively participate in therapy. Through guidance, coaching, and demonstration, parents become the primary facilitators of their child's spoken language development."[21]
This approach has 10 principals it needs to follow to help the impact of the program with modern technology, such as hearing aids and cochlear implants. The 10 principles are as follows:
Promote and bring awareness to the early diagnosis of hearing loss in newborns, infants, toddlers, and young children. This needs to be followed immediately by audiologic management and auditory-verbal therapy.
Provide resources for immediate assessment and use of hearing technology to obtain best results from auditory stimulation.
Help guide and coach the parents or caregivers with the use of the child's hearing technology. This becomes the child's primary sensory modality when developing listening and spoken language.
Give information on how the parents needs to become the primary facilitators of their child's listening and spoken language development. This happens through active consistent participation in an individualized auditory-verbal therapy.
Guide and coach parents on how to create environments that support the need for active listening for spoken language throughout the child's movement through their daily activities.
Guide and coach parents on how to take what the child has been working on and integrating it into all aspects of the child's life.
Help guide and coach parents on the use of natural developmental patterns. This can include, audition, speech, language, cognition, and communication.
Guide and coach the parents or care-givers of the child on how to help their child self-monitor their spoken language through their listening skills.
Continue formal and informal diagnostic assessments. This will help individualize the auditory-verbal treatment plans and monitor progress and to evaluate the effectiveness of the plans set for the child and family.
Promote education in regular schools. This helps put the child in places with peers who have typical hearing and give the child appropriate services from early childhood.
For more information on the auditory-verbal approach, please visit:https://my.clevelandclinic.org/health/treatments/16767-auditory-based-therapy
Manual-Visual Communication Styles
Manual-Visual Communication Styles
American Sign Language (ASL)
American Sign Language (ASL)
This communication style evolved naturally and has its own vocabulary and grammatical structure. This mode of communication is mainly used by Deaf adults and supports having ASL as primary language with English as their second language. When learning American Sign Language, speech is primarily not used and can be viewed as taboo when using ASL. Around 95% of deaf children are born to hearing parents, leaving a statistic of 88% of hearing parents who do not know or use sign language to communicate.
Much of our language is expressed through non-verbal cues. Meaning that some of the points that are being made are not through the tone of voice but instead through the action that follows the message. Hand movements, body language, and facial expression help identify and project a message. ASL is a manual mode of communication, it is expressed by the hands through configuration or shape, orientation of the handshape and the perspective of the signer, location within the signers space, and what movements the sign is demonstrating.
Manually-Coded English
Manually-Coded English
Unlike American Sign Language, Manually Coded English "uses the same grammar, word order, and sentence structure as the English language."[21] The signs used however are often borrowed from ASL, along with the idea to fingerspell when words do not have a specific sign, such as names and places.
Bilingual-Bicultural
To be a member of the bilingual-bicultural group, individuals with hearing loss uses a type of listening and spoken language modality as their primary mode of communication and American Sign Language as their backup, or have it be the other way around. American Sign Language as their primary and written English as their second form. These individually are essentially a part of two cultures.
Pidgin Signed English (PSE)
Typically used by Deaf (big-D means identifies with Deaf culture) adults that wish to approximate English through the use of signs and fingerspelling. Vocabulary and words are drawn from ASL but sentences follow English word order. This form of communication is not an invented system, instead it is a language barrier between deaf and hearing individuals who need/want to communicate. Basically a social language.
Signing Exact English (SEE I)
Signs used in this communication style correspond with the morphemes (smallest units of meaning) that make up and build the English language.
Seeing Essential English (SEE II)
This style is used in attempts to present English visually to the deaf in a similar way auditory cues are presented to those who have normal hearing. Anything with multiple meanings is signed literally and uses signs for almost every syllable in a word. Mostly used in isolated areas, not very common.
Systems that Combine Visual and Auditory Information
Systems that Combine Visual and Auditory Information
Total Communication
Total Communication
This is a philosophy for educating children with a hearing loss that incorporates all means of communication. Whether this be done through formal signs, natural gestures, fingerspelling, body language, listening, lipreading, and speech. Children seen within these programs typically wear a hearing aid or cochlear implant. The goal in this method of communication is to help optimize language development in whatever way is most effective for the child.[23]
For more information on total communication, please visit:https://www.handsandvoices.org/comcon/articles/totalcom.htmCued Speech
Cued Speech
Of all the children who have been diagnosed with a hearing loss, only around 1% of them have been exposed to cued speech. Overall, cued speech is a receptive system that has a means of cuing a listener to what English phonemes are being spoken.
This method of communication involves four vowels that have positions near and around the neck and mouth area and eight handshapes. Speechreading helps the listener decode along with using the handshapes and positions to attend to what is being said.
Examples of the Different Types of Communication Modalities
Examples of the Different Types of Communication Modalities
In this video, it provides insight into what living as an individual with a profound hearing loss struggles with. This video discusses the difficulty and focus it takes to lipread as an individual with a hearing loss struggling to fit into the hearing world.
This video discusses a little bit about American Sign Language and how it is just like any other language. It has it's own dialects, accents, and cultural influences.
This video provides an example of what working through the Auditory Verbal Approach would look like between a child and their parent at home. You can see that the parent/caregiver narrates everything that happens while also asking questions directed to the child.
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