early communication and academic success in children with ...communication disorder ......
TRANSCRIPT
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Early communication and academic success in
children with and without communication disorders
Andrea Warner-Czyz Assistant Professor
Communication Sciences and Disorders The University of Texas at Dallas
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Acknowledgments
• Dallas Cochlear Implant Program
• Colorado Neurological Institute Cochlear Kids Camp
• The E. Rhodes and Leona B. Carpenter Foundation Grant
• Ann Geers
• Melissa Sweeney
• Friends and families who shared photos of their little ones for this presentation
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“I wish to approach truth as closely as is possible, and therefore I abstract everything until I arrive at the fundamental quality of objects.
“I wish to approach truth as closely as is possible, and therefore I abstract everything until I arrive at the fundamental quality of objects.
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Fundamental qualities for academic success
• What are some fundamental qualities for academic success?
• Applying modifications for children with communication disorders
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Fundamental qualities for academic success
1. Connect letters and sounds
2. Read, read, read!
3. Foster social-emotional skills
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1. Connect letters and sounds
• The more babies listen to speech …
• The more they know how sounds go together in their language
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1. Connect letters and sounds
• Phonological awareness
Knowing the sound structure of words
Phonological awareness
reliably predicts
later reading abilities.
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1. Connect letters and sounds
• Bun • Fun
• Gun • Nun
• Run • Sun
Run the gun to the sun.
Run! Run! Run!
Fun! Fun! Fun!
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• Recognizing sounds as same/ different
1. Connect letters and sounds
“Ra ”
• Syllable completion
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• Rhyming vs. not rhyming
1. Connect letters and sounds
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2. Read, read, read!
• “There is perhaps no single skill more important to overall academic success than the ability to read.”
Nittrouer, Caldwell, Lowenstein, Tarr, & Holloman, 2012
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Make children’s books available
Pati, Hashim, Brown, Fiks, & Forrest, 2011.
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Make children’s books available
• Number of children’s books in the home predicts later reading scores.
• Children with >10 books at age 2 had significantly higher reading scores.
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Read to children often
Pati, Hashim, Brown, Fiks, & Forrest, 2011.; Price, van Kleeck, & Huberty, 2009.
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Read to children often
• Reading to a child regularly at age 2 yields higher reading scores …
• And also relates to language growth and emergent literacy.
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Encourage reading to self
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… and to others
• Making connections to the world
• Creating new stories
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Let a child see you read
• Set a good example by reading
– Books, Newspapers, Magazines
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3. Foster social-emotional skills
• “Schools are social places and learning is a social process.”
Social-emotional “literacy” is vital to a child’s
early school success.
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Self-regulation
• Controlling one’s own emotions, especially negative emotions
• Carrying out complex directions
• Finishing specific tasks (tracing a star)
Self-regulation <5 years
Grade school achievement
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Social awareness and relationship skills
• Taking others’ view
• Initiating/maintaining
conversations and play
• Taking turns
• Social confidence yields an advantage in peer interaction, school adjustment, and academic success.
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3. Foster social-emotional skills
• Responsible problem solving
• Problem solving
• Improved social behavior
• Academic success and school adjustment
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Fundamental qualities for academic success
1. Connect letters and sounds
2. Read, read, read!
3. Foster social-emotional skills
How do these fundamental qualities to academic success
change in children with communication disorders?
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Communication disorder
• An impairment in the ability to receive, send, process, or comprehend concepts verbally, nonverbally, and graphically.
– Speech
– Language
– Hearing
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Speech disorder
• Impairment of the articulation of speech sounds, fluency, and/or voice.
“tat” for “cat”
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Speech disorder
• Rules of thumb:
– 6 mos. – Combines consonants & vowels
– 12 mos. – Says most consonants
– 24 mos. – 50% intelligible
– 36 mos. – 75-100% intelligible
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Effect of speech disorders on academic success
• Poorer academic outcomes
– Reading deficits related to impaired phonological awareness, vocabulary, and word order
– Math deficits related to impaired storage of information
• Poorer socialization and communication scores
Hall & Segarra, 2007; Shevell, Majnemer, Webster, Platt, & Birnbaum, 2005.
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Fundamental qualities for academic success: Speech disorder
1. Connect letters and sounds
2. Read, read, read!
3. Foster social-emotional skills
Relationship skills
Self-confidence
Peer relationships
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Language disorder
• Impaired ability to express or understand spoken or written ideas
Nu
mb
er
of
wo
rd p
rod
uce
d
12 15 18 21 24 Age (Months)
Average
Very broad normal range
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Language disorder
• Rules of thumb:
– 12 mos. – Says 1-2 words
– 18 mos. – Says 15-30 words
– 24 mos. – Puts together 2 words
– 36 mos. – Produces 3-word sentences
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Effect of language disorders on academic success
• Poorer academic outcomes
– Reading and learning deficits
– Class participation
• Lower self-esteem
• Social isolation
Hall & Segarra, 2007; Shevell, Majnemer, Webster, Platt, & Birnbaum, 2005.
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Fundamental qualities for academic success: Language disorder
1. Connect letters and sounds
2. Read, read, read!
3. Foster social-emotional skills
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Hearing disorder
• Impaired auditory sensitivity
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Hearing disorder
• Rules of thumb:
– 3 mos. – Reacts to loud sounds
– 6 mos. – Looks toward sound
– 12 mos. – Understands simple words and commands
– 18-24 mos. – Points to body parts and pictures when asked
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Hearing disorder
Put your fingers in your ears. Listen.
Remove your fingers from your ears.
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Hearing disorder
FREQUENCY (Hz)
INT
EN
SIT
Y (
dB
HE
AR
ING
LE
VE
L)
Mild hearing loss
Moderate-severe hearing loss
Severe-profound hearing loss
Hearing aid
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Hearing aid
Hearing disorder
FREQUENCY (Hz)
INT
EN
SIT
Y (
dB
HE
AR
ING
LE
VE
L)
Severe-profound hearing loss
Cochlear
implant
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Effect of hearing loss on academic achievement
• Average academic achievement of deaf or hard of hearing students is considerably below that of their hearing peers.
– Wide variability
Traxler, 2000.
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Effect of hearing loss on phonological skills
Delayed acquisition of consonants and vowels
Poorer phonological awareness skills
Negative effect on word learning and reading
Briscoe, Bishop, & Norbury, 2001; Spencer & Tomblin, 2008.
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Effect of hearing loss on vocabulary development
• Later word onset
• Vocabulary spurt occurs later
• Average or low average performance
• Slower rate of language development
Davis et al., 1981; Geers & Sedey, 2011; Mayne et al., 2000; Moeller, 2000; Moeller et al., 2007.
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Effect of hearing loss on reading
• Age 8-9: Read at grade level
• Age 16: ~2 years behind grade level
• Great variability in outcomes – From 4.3 years
below to 2.6 years above grade level
Archbold et al., 2006; Geers, 2005.
0
20
40
60
80
100
120
Age 8 Age 16
Average Reading Scores for children with cochlear implants
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What changed?
• Around 4th grade in the U.S., we stop teaching children how to read.
We shift from
LEARNING TO READ
READING TO LEARN
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Effect of hearing loss on social-emotional skills
• May miss subtleties of social language
• May feel:
– Uncomfortable in social situations
– Less accepted by hearing peers
– Less satisfied at school
Moog, et al., 2011; Loy et al., 2010; Warner-Czyz et al., 2009; Warner-Czyz et al., 2011.
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Effect of hearing loss on academic success
• Difficulties with phonological skills
• Later- and slower-developing vocabulary skills
• Difficulties with reading
• Social-emotional difficulties
GREAT VARIABILITY IN OUTCOMES! Which factors make a difference?
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Effect of hearing loss on academic success
• GREAT VARIABILITY!
– Age at identification/intervention
– Degree of hearing loss
Davis et al., 1981; Geers & Sedey, 2011; Mayne et al., 2000; Moeller, 2000; Moeller et al., 2007.
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Age at intervention matters for vocabulary.
0 25 50 75 100
Receptive vocabulary
Expressive vocabulary
Language quotient
Identified > 6 months Identified <6 months
HEARING
AVE
Yoshinaga-Itano et al., 1998.
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89 83
100
0
20
40
60
80
100
120
Age 8 Age 16 Age 10
Ave
rage
Re
adin
g Sc
ore
NH mean
Slide courtesy of Ann Geers.
Later intervention (Cochlear implant <5 years)
Age at intervention matters for reading, too.
Earlier intervention (Cochlear implant <3 years)
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Early educational intervention positively affects outcomes.
• Especially when occurring at 1-2 years of age.
• Early Childhood Intervention (ECI)
– Focus on early development (0-3 years)
– Part of Individuals with Disabilities Education Act (IDEA, P.L. 108-446)
Moog et al., 2010.
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Degree of hearing loss affects speech and language outcomes.
• Speech production
• Vocabulary
• Language Mild
Moderate-severe
Severe-profound
Davis et al., 1981; Davis et al., 1986; Sininger et al., 2010.
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Which other fundamental qualities affect outcomes?
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Facilitators of Academic Success
• High family expectations
• High teacher and school expectations
• Open communication with parents and professionals
• Providing opportunities to develop social skills
• Additional disabilities
Reed, Antia, & Kreimeyer, 2008; Sweeney, personal communication.
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Fundamental qualities for academic success
1. Connect letters and sounds
2. Read, read, read!
3. Foster social-emotional skills
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Fundamental qualities for academic success
1. Connect letters and sounds
2. Read, read, read!
3. Foster social-emotional skills
4. Early identification/ intervention
5. Family involvement
6. Family-school communication
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Thank you.