This information was presented at the Support
and Information Meeting of
the Canadian Hyperlexia Association, February 12,
1998
LANGUAGE DEVELOPMENT may be best viewed within
a framework of COMMUNICATION
(1) Understanding
and using language functionally.
Difficulties are exhibited in the areas
of:
(a) processing - auditory, visual, and/or other
sensory
stimuli.
Children may, for example, find it easier to attend
to, and
grasp language information that they see, better than that
which they
listen to, and meaning is often difficult to attach to
words;
(b) formulating - organizing thoughts into meaningful
and
accurate
language structures;
(c ) expressing oneself - through spoken, printed
and/or
gestural
modes. Motor planning issues may be
compounding language difficulties;
(2) comprehending the intentions of
others
through
their words and language, emotions, expressions;
(3) being able to convey one's own
intentions:
- through understanding oneself;
- having the ability to attach labels to thoughts;
-having the neuro-motor functioning and planning
ability to program the words/language into
speech;
-doing this in an emotionally and behaviourally
appropriate and social way
Look at the child's particular profile
comprehensively
through multidisciplinary measures in order to
gain
a full, multifaceted description. Be less
concerned with seeking a label
in the early stages, than obtaining complete
and accurate observations and
findings about him in his many
dimensions.
One needs to consider:
- professional assessments (developmental
pediatricians, child
psychiatrists, child psychologists, speech and
language pathologists,
audiologists, occupational therapists, special
educational consultants,
classroom teachers, etc. )
-how he absorbs, processes, and responds to what is
in his world
-biological challenges (S. Greenspan and S. Wieder
):
-difficulty with sensory reactivity
-processing difficulty
-difficulty creating and sequencing or planning
responses
- how he relates to his caregivers
- how his caregivers relate to him
PROGRAMME for the child rather than
trying to make him
fit into a program
Some factors to consider in developing a communication program:
(1) Develop the intent
to communicate. Follow his lead. Join into
his
activities and interests. Wean him into
interaction, but be persistent.
Communicate with him nonverbally as well as verbally.
Try to ensure that
communicating together is a positive experience. Seek
professional advice
about strategies that are child specific. Link
emotions to communication;
(2) A lot of
communication is preverbal and nonverbal. Gesture, facial
expressions, posture, pace, etc., all convey strong
messages. Note his
observance of , reaction to , and personal use of
these;
(3) Recognize that many
of these children have difficulty connecting their
thoughts and feelings to means of
expression.
-Give him examples from your life experiences ("I'm
sad," "I'm angry." "I
feel happy.", etc.) Connect these
with facial expressions gestures, body
language. Use mirrors, audio
tapes;
-Expand to commenting about others ( on television,
books and magazines,
posters, people
watching);
-Draw on his strengths and interests;
-Look into motor planning and sequencing factors that
may influence difficulty;
(4) Processing
difficulties often hinder understanding.
-cognitive factors: be aware of those that are
specific to the child;
-sensory issues: sensory reactivity within
different
modalities can affect learning and
lead to misinterpretation;
- emotional component: sensitivity, reactivity, etc.
can affect
processing, especially when in low
or heightened states;
- look at the child's profile in these areas, and how
they may be
interacting and influencing one
another;
- attach meaning to words, language, and sensory
information by enhancing
the message with gesture, props,
visualization strategies and other
techniques that can enrich the
stimulus ( use a multi-sensory approach );
- speak to him at his language level. This can be
accurately determined
through a professional speech and
language assessment;
-many children require extra time to process
information. one can assist
them with this by speaking at a
slow-normal rate of speech, allowing for
pause time before you expect them
to respond, being prepared to repeat,
reward and/or simplify what you
have said, and teaching them ways of
indicating that they have not
understood.
5) Communication
involves interaction.
-We must examine out patterns of relating to others
as well as his. Look
at the impact of these and make adjustments as
needed;
-Areas to observe: -voice -loudness,
inflection;
-language
- amount, complexity, pause time, timing, rate
of speech,
incorporation of nonverbal language
enrichment, exposure ot second languages and/or users of
these,
-turn
taking;
-over
reactive behaviours;
-visual,
auditory and other sensory factors that are present
in the
environment may have effects that could cause distraction,
understimulation, overstimulation, etc. and the resultant
behaviours
associated with them.
6) Weave social language
development into many levels and spheres of his
program as early as possible.
-child specific suggestions can be best determined
following a professional
speech and language assessment;
-enabling the child to gain control and influence
through means of
expression (gesture, pictures, words) is of prime
importance.
7) Communication will
tend to develop its own inherent rewards if it is
purposeful and enjoyable.
-One should aim to facilitate understanding and
expression by targeting
relevant areas and levels in functional, pragmatic
and playful ways.
-Focus on areas of high interest and need. Use
them as pivotal points when
beginning to use expansion techniques
8) Use an integrated
approach.
-Utilize recommended input from the various
professionals that are involved
with his development;
-Find ways so that if the various disciplines are not
physically in close
proximity with one another, they can meet
periodically as a team in order
to review progress, design current goals and discuss
ways of reinforcing
them so that it will allow for maximum
carryover;
-Develop means of keeping in touch on an ongoing
basis (telephone, fax,
communication book).
9) Development is
constantly changing.
-Update professional assessments as
recommended;
-Keep a log of behaviours, social and emotional
observations, speech and
language (prompted and spontaneous);
-Be vigilant about frequently reviewing goals,
revising and developing
stage appropriate techniques that incorporate new
areas of interest and
language demands.
10) Try to obtain the
support that you need.
(physical, emotional, educational, financial,
professional)
-Request specific information and suggestions in
these areas from relevant
professionals, professional groups, parent support
groups and association,
resource centres and materials,
conferences;
-You may want to assist in some areas and advocate
when necessary.