SLP10414_COMMUNICATIVE OPTIONS

Dr. Orin Cornett

Proponent of cued speech

Alexander Graham Bell, Samuel Hainicke, Archigenes

Proponents of auditory oral communication

Roy Holcomb

Proponents of total communication

Victor Urbantschitch, Estra Brooks, Daniel Ling, Helen Beebe, Doreen Pollack, A&G Bell Academy

Proponents of auditory verbal therapy

Rosellio

Proponents of manual communication

Newell and Stinson

Proponents of simultaneous communication

Cued speech

• A visual communication system wherein mouth movements of speech are accompanied by hand movements to help distinguish sounds that look similar on the lips.

• Aims to create an area of communication built upon assisting people who are deaf or hard of hearing to visually learn language.

  • Claims that hearing aids, cochlear implants, and wireless transmission devices are important, but not enough to acquire auditory language.

  • It is not sufficient to be able to identify isolated sounds to learn language, one must hear it in syllables.

Hand positions near or on the face

Vowels are determined in cued speech through

Signing respective individual phonemes in succession

Diphthongs are determined in cued speech through

Cued speech

• Each handshape represents a group of consonants with unique articulatory configurations.

  • Helps with phonological contrasts

  • Must be learned by parents

Auditory oral communication

• Began with auditory training through amplification of speech signals.

• Emphasizes the use of residual hearing and encourages the child to rely on auditory cues rather than sign language.

• Involves training to improve speech reading, utilizing contextual cues for language comprehension, and effective use of spoken language for communication and learning with the use of appropriate well-fitted hearing aids and/or cochlear implants, as well as parent involvement.

• Includes speech reading, contextual cues, and natural gestures

Speech reading

• Refers to the process of simultaneously attending to both the talker’s auditory and visual signals, as well as the talker’s facial expressions, gestures, and any other available cues, integrating them to understand what is being communicated, in a process called audiovisual integration.

Lip reading

• Refers to watching the mouth movements of the talker, including the lips, jaw, and tongue tip.

• Only relies on the visual signal provided by the talker’s face for recognizing speech.

Total comunication

• Educational and therapeutic approach that addresses aural challenges by combining and using all forms of communication (e.g., speech, sign language, gestures and facial expressions, pictures and written words, and technological/assistive devices.

Total communication

• Treats all methods of communication as equally valid.

• Modes of communication used are tailored to the child’s needs, abilities, and preferences.

• Multimodal child-centered learning to address receptive and expressive language.

  • Includes spoken language, sign language, auditory training, gestures and facial expression, pictures, and written words.

• Use of routines and language tasks to challenge px’s communicative abilities then give visual support of the patient struggles.

Auditory verbal therapy

• Use of hearing as the primary sense in developing spoken language.

  • Parent participation and access to almost all frequencies using proper amplification is a requirement.

• Must be 7 years old or below.

AVT Pre-session

Review the child’s chart → Select short-term objectives → Choose activities and materials → Develop the AVT session plan → Prepare and set up the AVT session

AVT During the session

State the short term objectives → Explain activity and strategies to achieve STO → Demonstrate the activity, discuss strategies used, ask parents to cite child’s responses → Pass activity over to parents and observe and coach parents’ practice → Evaluate outcomes and generalization for continued practice

Post AVT session

Record diagnostic information and analyze outcomes in the child’s chart → Self-evaluate → Follow through on action items

Manual communication

• Uses sentences rather than standalone gestures to convey meaning creatively.

• Consider the child’s first and second language.

Finger spelling

Individual spelling of words using fingers and handshapes to represent the alphabet; when ther is no sign for a certain word or concept in sign language.

Signing

Hand and arm shapes along with gestures, and facial expressions to represent words and concepts; has a different syntax with spoken language.

Manually coded english

Signs that correspond to words in English and follow the same convential syntax; used simultaneously with spoken communication while signing out each word.

Simultaneous communication

• Simultaneous use of spoken language with signs, fingerspelling, or both.

• Easier message exchange and reduce communication breakdowns.

Republic Act 11106 - The Filipino Sign Language Act (2018)

• Use of Filipino Sign Language as the national sign language for the deaf.

Filipino Sign Language Module

Released by the Department of Health as a guide for signing in Filipino.

MediSIGN

• Released as a guide for sign language of healthcare professionals.