User:Psychghost/Language deprivation in children with hearing loss

Language deprivation in deaf children refers to the lack of appropriate language exposure during critical periods of language development, which can have significant negative effects on their language and cognitive development. Deaf children who do not have access to language during early childhood may experience language deprivation, which can lead to delays in language acquisition, difficulties with social communication, and academic struggles.

Language deprivation is a widespread problem for deaf children, particularly those who are born into families with hearing parents who do not use sign language. 90% of deaf children are born to hearing families, in which they have little or no experience with the deaf community or ASL. Most often, these children will not have access to language until they enter formal education (age 5), which can significantly impact their ability to learn and communicate with others.

Early and appropriate language exposure is essential for deaf children to ensure optimal language development and academic and social success. Therefore, it is important to identify and address language deprivation in deaf children and provide them with early and appropriate language exposure to support their development and well-being.

Critical period
The critical period of language development refers to a specific time period in early childhood during which language acquisition is most effective. This period is thought to begin shortly after birth and continue until approximately age six or seven. During this time, children are particularly receptive to language input and can rapidly acquire the vocabulary, grammar, and phonological skills necessary for effective communication.

The critical period of language development is a result of the brain's neural plasticity, or its ability to reorganize and adapt to new information. The young brain is highly adaptable and can rewire itself based on the language input it receives. However, as the brain matures, this plasticity decreases, and language acquisition becomes more difficult. Therefore, it is important to provide children with early and appropriate language exposure during the critical period to ensure optimal language development.

Critical period for deaf children
The critical period of language development has significant implications for children with hearing loss, as delayed or inadequate language exposure during this period can have long-lasting effects on language development. Early identification and intervention for hearing loss is crucial to ensure that children have access to appropriate language input during the critical period. Children who receive early and appropriate intervention have better language outcomes than those who experience delayed intervention. Therefore, it is important to identify hearing loss as early as possible and provide children with the necessary support to ensure optimal language development during the critical period.

Deaf children who are not exposed to sign language until after the critical period may have difficulty acquiring language skills, including grammar, syntax, and vocabulary This is because the brain's neural plasticity decreases as a child ages, making language acquisition more difficult. It is important to provide children with the tools to become skilled communicators, in which they can engage in discourse with families, friends, peers, etc.

Impact on phonemic awareness
The critical period of language development has significant implications for children who experience language deprivation, such as those with hearing loss. During the critical period, children are particularly sensitive to the phonetic properties of language. Thus children begin to develop phonemic awareness. Phonemic awareness refers to the ability to identify and manipulate individual sounds, or phonemes, in language. In American Sign Language (ASL), phonemic awareness involves recognizing the distinct handshapes, movements, and locations that makeup signs. This includes understanding that changing one aspect of a sign, such as a handshape or movement, can create a completely different sign with a different meaning.

Phonemic awareness is a critical component of language acquisition and has significant impacts on the development of communication skills in both spoken and signed languages. Early exposure to phonemic awareness activities can lead to improved reading and writing abilities in spoken languages. Similarly, in signed languages like ASL, phonemic awareness has been linked to better comprehension and production of signs. Phonemic awareness activities such as sign recognition, fingerspelling, and rhyming games can help learners of all ages develop their language skills in ASL.

The time of language acquisition can also have a significant impact on the development of phonemic awareness in ASL. Early exposure to sign language can lead to greater proficiency in the language and better overall communication skills. Children who are exposed to ASL from a young age have been found to have stronger phonemic awareness skills and are able to more easily distinguish between signs that differ by only one parameter, such as handshape or location. Children who have delayed exposure to ASL, (not during the critical period) struggle to develop phonemic awareness. However, learners who acquire ASL later in life will benefit from phonemic awareness activities and improve their language skills.

Closing of the critical period

It is widely believed that the critical period closes sometime in adolescence, after which language acquisition becomes more difficult and less efficient. The exact age at which the critical period ends is still a topic of debate among linguists and neuroscientists. However, most researchers agree that the window for acquiring a first language closes around puberty, which is typically between the ages of 10 and 14 years old. After this point, it becomes more challenging to learn a new language and achieve native-like proficiency.

It's important to note that while the critical period for acquiring a first language may close, the brain remains capable of learning additional languages throughout life, though with increasing difficulty. Additionally, individuals who are exposed to multiple languages during childhood may have an extended period of language plasticity, allowing them to achieve proficiency in multiple languages.

Incidental learning
Incidental learning refers to the unconscious learning that occurs as a result of exposure to the environment. It is often referred to as "learning by accident," and it is an essential component of language development.

Deaf children who do not receive early and appropriate language exposure may experience delays in their language development. This is because they may miss out on incidental learning opportunities, as they do not have access to the same auditory cues as hearing children. For example, they may not hear conversations between adults or the sounds of objects in their surroundings, thus limiting their exposure/experience with world knowledge.

Impact on language
Deaf children who experience language deprivation may have difficulty with vocabulary acquisition, particularly with abstract words and concepts. This leads deaf children to struggle with literacy skills, as they will have difficulty deriving meaning from abstract concepts that are present in academic settings. This may be due to the lack of incidental learning opportunities for deaf children, as abstract words are often learned through contextual cues.

Additionally, deaf children who were not exposed to a first language until after age six had difficulty with the acquisition of complex grammatical structures. Due to the fact that these structures are often learned incidentally through exposure to natural language in social contexts. Furthermore, Deaf children who experience language deprivation may have difficulty with social communication skills. Those who experienced language deprivation have difficulty with pragmatics (the social aspect of language) and difficulty understanding non-literal language. This includes engaging in inappropriate behavior during social situations (i.e., turn-taking), being challenged when engaging in discourse that does not directly relate to self or lived experiences, and delays in developing theory of mind.

To address the lack of incidental learning opportunities for deaf children, it is crucial to provide them with early and appropriate language exposure. This may involve the use of sign language, visual aids, and other communication strategies that do not rely on auditory cues. Parents and caregivers can make an effort to create an enriched language environment, by using descriptive language, engaging in conversation, and exposing children to a variety of books and other language-rich materials. It is important to expose children's language early, even if it may not be perfect or in-depth complex sign language, simple sentences, and a basic vocabulary can and will have a positive impact on a child’s overall language development.

In conclusion, the lack of incidental learning opportunities can have a significant impact on the language development and overall academic achievement of deaf children. It is crucial to provide deaf children with early and appropriate language exposure to support their vocabulary acquisition, grammar development, and social communication skills.

Age of acquisition
The age of acquisition of language is a critical factor that can affect the language development of deaf children. Early language exposure is essential for optimal language development in deaf children. In fact, studies have found that deaf children who are exposed to sign language at an early age perform better on language and literacy measures than those who are not exposed until later in life.

The importance of age of acquisition is linked to the critical period of language development, which is thought to occur during early childhood when the brain is most receptive to language input. Deaf children who are not exposed to sign language until after the critical period may have difficulty acquiring language skills, including grammar, syntax, and vocabulary. This is because the brain's neural plasticity decreases as a child ages, making language acquisition more difficult.

The importance of early language exposure for deaf children is also linked to social and emotional development. Language is a critical tool for communication and social interaction, and deaf children who do not have early language exposure may experience social isolation and difficulties forming relationships with others. Additionally, language is essential for academic success, and deaf children who do not have early language exposure may struggle academically.

The age of acquisition is a critical factor that can affect the language development and social-emotional well-being of deaf children. Early language exposure is essential for optimal language development and academic success, and may also support social integration and emotional well-being. Therefore, it is important to provide deaf children with early and appropriate language exposure to support their development and success.

Educational impacts
Language deprivation, or the lack of early and appropriate language exposure, can have significant educational impacts on deaf children. Deaf children who experience language deprivation may struggle academically, have lower literacy rates, and face challenges in social communication.

Deaf children who are not exposed to a first language until after age six often struggle with language acquisition, particularly in the areas of vocabulary development, grammar, and syntax. This delay in language acquisition can have a cascading effect on academic performance, as language skills are crucial for success in reading, writing, and other academic subjects. If a child does not have a language foundation it becomes impossible to learn a secondary language. It is imperative that the primary focus for children who are in the beginning stages of language development, solely focus on acquiring a language foundation in their L1 (first language), before other languages are introduced.

Furthermore, Deaf children who experience language deprivation are at risk for lower literacy rates compared to their hearing peers. Those who did not have access to early and appropriate language exposure had lower reading comprehension scores than deaf children who did receive such exposure. It is believed that the lack of phonological awareness skills that are developed through early language exposure.

Language deprivation impacts social communication skills in deaf children. Deaf children who experience language deprivation have difficulty with social communication, particularly in the areas of pragmatics and understanding non-literal language. Oftentimes, this results in emotional outbursts that can be linked to difficulty with emotional regulation and executive functioning. Low language skills have been linked to various behavior problems in children. Children with language impairments/delays are at a higher risk for developing emotional and behavioral disorders. Children with language difficulties may have difficulty expressing themselves and understanding others, which can lead to frustration, social isolation, and poor academic performance. These factors can in turn lead to a variety of behavioral problems, underdeveloped sense of self, inability to sequence and conceptualize time, poor impulse control, and an undeveloped theory of mind. Addressing language difficulties in children will help prevent the development of these behavior problems and interventions that focus on improving language skills have been shown to have positive effects on behavior.

To address the educational impacts of language deprivation on deaf children, it is crucial to provide them with early and appropriate language exposure. This may involve the use of sign language, visual aids, and other communication strategies that do not rely on auditory cues. Additionally, it is important to support the development of phonological awareness skills and provide opportunities for social interaction and communication. It is crucial to provide deaf children with early and appropriate language exposure to support their academic and social development.

Language development in deaf children
Language development in deaf children typically follows a different trajectory than that of hearing children. In the absence of auditory input, deaf children rely on visual input to acquire language. Sign languages, such as American Sign Language (ASL), are the primary language of deaf individuals and are used by deaf children and their families. Deaf children exposed to sign language from an early age, usually by age 6 months, follow similar language developmental patterns as their hearing peers, but with differences in modality. For example, deaf children produce their first signs at the same age as hearing children's first spoken words and gradually acquire more complex grammatical structures over time.

Learning sign language is crucial for families who have a deaf child. Language development is critical for the cognitive, social-emotional, and academic success of deaf children, and early exposure to language is crucial for optimal outcomes. By learning sign language, families can provide their deaf child with the language input they need to develop linguistic and cognitive skills. Sign language allows for the development of a rich, accessible language environment that can facilitate communication and support the development of social skills and relationships.

Learning sign language can help families communicate more effectively with their deaf child and increase their sense of connection and involvement in family life. Deaf children who have strong family support and positive family interactions are more likely to have better social-emotional outcomes and academic success. Thus, learning sign language can help families provide a supportive and inclusive environment for their deaf child, promoting their overall well-being and quality of life.

Quality of sign exposure
Quality sign language exposure is critical for the language development of deaf children. Language acquisition is a complex process that depends on the quality and quantity of language input that a child receives. Deaf children who are exposed to high-quality sign language from an early age show similar language developmental patterns as their hearing peers, with some differences in the modality of language. For example, deaf children exposed to high-quality sign language input from early childhood produce their first signs at the same age as hearing children's first spoken words and gradually acquire more complex grammatical structures over time. Deaf children who receive high-quality sign language exposure are more likely to develop strong language skills, including vocabulary and grammar, compared to those who receive lower-quality language input.

High-quality sign language exposure also plays a critical role in the cognitive and social-emotional development of deaf children. Deaf children who receive high-quality sign language input from an early age have been found to have better cognitive and academic outcomes compared to those who do not receive such input. Additionally, deaf children who receive high-quality sign language exposure are more likely to develop strong social skills and positive relationships with others. The quality of sign language exposure also affects the development of joint attention skills, which are important for social and language development in deaf children.

Joint attention is an important skill for language development in deaf children, and the quality of sign language exposure is crucial for the development of joint attention skills. Joint attention refers to the ability to share attention with others towards a common object or event and is essential for social and language development. Research has shown that deaf children who are exposed to high-quality sign language input from early childhood are more likely to develop strong joint attention skills compared to those who receive lower-quality language input.

The quality of sign language input is linked to the frequency and type of joint attention behaviors exhibited by deaf children. Children who receive higher-quality sign language input engage in more frequent and diverse joint attention behaviors, such as gaze following, pointing, and turn-taking. These joint attention behaviors are important for developing a shared understanding of the world and for acquiring language. The development of joint attention skills is especially critical for deaf children, as they rely on visual cues to perceive the world around them. Therefore, providing high-quality sign language exposure is an important factor in promoting the development of joint attention skills in deaf children, which can support their overall language and social development.

Mental health and language
Deaf children have a unique way of learning a language. They acquire complex signs just as easily as simple signs through exposure to the signs used around them. They can learn new signs by being shown objects or pictures and then having the sign signed to them. By being exposed to signs of things they do not know, deaf children can develop new language skills and build their vocabulary. Interactive learning, where the child copies the sign, produces the sign when shown a picture or an object, and practices using the sign, is effective in increasing their sign skills.

It is important for deaf children to have access to a signed language to aid in their overall development. Without access to a signed language, deaf children will be delayed in their ability to learn to read.If they are prevented from accessing a signed language, they will not only struggle academically, but socially, emotionally, and cognitively as well. The brain of a deaf child does not have full access to a spoken language, even with cochlear implants and speech therapy. That limitation causes mental health difficulties, and brain development delays. Deaf Children who do not have access to language can experience isolation, loneliness, and low self-esteem. This becomes higher for children who experience language deprivation. Often they have higher levels of anxiety, depression, and other mental health struggles compared to those who had access to a visual signed language from birth.

Therefore, it is recommended that deaf children have access to signed language as well as spoken language from an early age. Alternatively, if cochlear implants are used, it is best to delay their implantation until after the child has a firmly established language base. At this point, their brains are better equipped to handle the additional input and will progress faster because they are starting with a strong foundational language to build upon. Deaf children who have access to a natural language from an early age perform better on cognitive and linguistic tasks than those who do not.

The brain of a deaf child who has access to a complete language, provided visually through a signed language, will develop typically. They will be able to clearly and easily communicate with their peers, family, co-workers, etc. The struggle and frustration of being unable to communicate due to a lack of access to any language will no-longer create barriers. Deaf children who are given language from a young age will be happier and better adjusted to their lives.

Importance for visual access
Deaf children are visual learners and acquire language through visual stimuli that are fully accessible. Deaf children will begin to develop a signed system within the home, to communicate in a manner that is visually accessible. They learn the concept from a visual source, match it to a sign, and build their language one sign at a time. In a sign-rich environment, in which there is consistent language exposure deaf children are able to make more connections and develop a language foundation faster. This is a fluid and organic process that allows them to develop a complete language.

Early exposure to language
Early exposure to not only language but Deaf culture and the community should be prioritized for deaf infants and children. Priorities in deaf infant development should be centered on healthy development across all developmental domains via a fully accessible first language foundation, such as sign language, rather than auditory deprivation and speaking abilities.

Language deprivation-induced brain changes may be misconstrued as sign language interfering with cochlear implant outcomes. As a result, professionals and organizations may advise for limiting sign language exposure prior to implantation, thus spreading misinformation. When spoken language is not totally available to the deaf newborn and sign language exposure is delayed, as is normal practice, the existence of a single—time-sensitive—language acquisition window means a significant risk of permanent brain alterations.

This includes cognitive delays, mental health issues, reduced quality of life, increased trauma, and a lack of health literacy.

For children who are deaf and hard of hearing it is important that Early Intervention (EI) providers understand the need to reach out to and refer the family to Specialty Service Providers (SSP) who have expertise with deaf and hard of hearing. The critical period is significant for early exposure to the language for babies from 0 to 3. To teach and model to parents as they are learning how to support their child’s language development at this critical age

Brain development influences cognition. Both thinking and language skills are vital to acquire at an early age. Also learning other languages enhances fluency in comprehension. When one learns ASL then a bridge to comprehension is present. The pre-linguistic stage is the initial stage of linguistic acquisition.

Also, Deaf parents are aware of this critical learning stage for Deaf children. The main concern is when hearing parents have a Deaf child and are unaware of the need for adequate language. One caution is that various barriers are set when hearing parents have a Deaf child. Therefore, it is important to communicate with your child using various modalities (not only auditory). Exposure along with contact to the same linguistic systems for both parent and child is needed to foster a positive language environment for deaf children.

Early intervention services (birth to 3 years old)
Once a Deaf child is born at the hospital and has documented hearing loss, a referral to Early Intervention (EI) must take place. Evaluations for this early stage in life are critical to set forth appropriate support for further development. EI assists the child and family in future growth and development. Infants and toddlers need access to a speech-language pathologist (SLP), occupational Therapy (OT), and Physical Therapy (PT). These supports will offer specialized services.

Also, an Individualized Family Plan (IFSP) assists in documenting data for development and concerns. EI recommends the eligibility of such early childhood education services.

Early intervention process steps
The first step is for a referral to the parents. This will allow the team to assess what is needed and if eligibility is approved. Assessment, parent consent, IFSP, and transition to school are all pieces to the process for EI services.

PIP program
The Parent Infant Program for the Deaf and Hard of Hearing is an accredited program offering services to deaf and hard of hearing children ages 0-3. The parent-infant program is a specialty service program that provides the family with learning how to support their child’s foundational language development. This can include teaching the family members ASL, providing them with resources, modeling communication strategies, and educating them about Deaf Culture. The Horace Mann School for the Deaf and Hard of Hearing (HMS)  provides a language program that values both American Sign Language (ASL) and English, as well as the many languages and cultures of the children's families. Specialty Service Providers start at an early age to support parents, as they are helping their child develop foundational language skills. The Deaf role models provide ASL instruction, parent coaching, and ASL video resources. ASL is taught in a natural environment through play-based activities and daily routines at home. The ultimate goal is to avoid language deprivation.

The Parent Infant Program (PIP) provides an opportunity for families to participate in home visits  and join playgroups. Home visits support the active involvement of family members as they learn how to provide their child with early access to language. Playgroups allow children and families to engage with one another, share resources and developmental milestones, and participate in parent discussion groups. The parents learn how to play with language by using  ASL rhyme and rhythm to teach early literacy. They learn to value the importance of ASL for their child’s communication, world knowledge, motor skills, socio-emotional skills, cognitive development, critical thinking, and language and literacy. By age 3, the child is expected to acquire certain benchmarks to proceed. If this does not occur, intervention will take place to support the necessary progression. Evaluations are provided by school districts to determine the most effective school choice (ASL program or mainstream program). PIP providers can support the transition process to school and make recommendations for school placement.

Deaf mentor
Another resource is to establish a Deaf mentor. This Deaf mentor will teach both parents and children. This role provides family members of deaf and hard-of-hearing children opportunities to learn along with an adult model to begin the acquisition of ASL and Deaf culture. The Deaf mentor helps families to promote relationships and learn natural language acquisition. Also, strong communication for deaf and hard-of-hearing children is formed. The access includes development for access to their environment, health, and identity. A deaf mentor visits the home weekly for parental check-in. The topics discussed are the development of ASL, life skills, health, resources, and appropriate approaches for a Deaf child.

A Deaf mentor is critical to teach grammatically correct  ASL as well as preventing language deprivation. Deaf mentors provide the family with home visits while adhering to a curriculum. An early start on visual communication of ASL assists the child in navigating the world. The age range, birth to 6 yrs old is the targeted audience. The bilingual, bicultural environment is introduced and utilized at home visits. This strategy allows for the child to fully access their home environment with no barriers. Further development of vocabulary with data collection assists with progression.