Development of Symbolism and language Chris Russell Hunter College SPED 746 Fall 2014

“The achievement of symbolism is significant because it is necessary to linguistic expression and it supports higher cognitive development.” (Bruce, 2005) “Symbolic expression frees the child from being bound to communicating about the immediate context.” (Bruce, 2005)

“Most children who are congenitally deafblind are severely delayed in communication development and many will not make the transition from intentional pre-symbolic communication to symbolic reference or language.” (Bruce, 2005)

Sequence of communication and language development Level I: Preintentional behaviour Level II: Intentional behaviour Level III: Pre-symbolic, nonconventional communication Level IV: Pre-symbolic, conventional communication Level V: Concrete tangible symbols Level VI: Single, abstract symbols Level VII: Combinations of 2-3 abstract symbols. Rowland and Schweigert

Levels of Representation or Symbolism (Romski, Sevcik, Pate, 1988) Icons: Bear a strong resemblance to the referent, full and partial objects (object cue), photos Index: Has a relationships to the referent but does not resemble it. Line drawings, a texture, tangible symbols? Symbol: Bears no resemblance to the referent and is commonly understood by others Examples of each for Bathroom, Lunch, pizzeria

To Symbolism Child learn icon or index because they perceive some visual or tactile similarity between representation and referent Level of iconicity matters If more abstract such as an index it helps bridge the gap from Icon to Symbol Children may more easily generalize if the representation is more arbitrary, less iconic (Park, 1997)

Moving toward symbolism Distancing Separation in TIME and SPACE between the referent and the representation Rate and Level of Intentional Communication Intentional Communication Acts At least 9 ICAs per 10 minutes immediately prior to first words

Supporting symbolic development Not just understanding of symbols, but “a rich history of interactions at pre-symbolic level” (Bruce, 2005) Meaningful Preference-based Shared forms Increased # of partners

Supporting symbolic development “The accessibility and availability of appropriately skilled communication partners often limits the rate of communication expressed by children who are congenitally deafblind.” What can we do to: Train communication partners? Assess child-centered opportunities/activities? Create and implement a plan?

Development as a precursor to symbolism Joint attention to objects and people Physical proximity for tactile or visual Highly responsive and interpretive Exploration of preferred objects through multiple senses Shared activities (movement), with people of interest (what would adult modeling of play look like for DB?)

Development as a precursor to symbolism Adult modeling helps play Build symbolism through substitution (objects representing people or other objects) (Vygotsky) Restricted Language=restricted play, correlation of symbolic language and symbolic play Encourage in deaf-blind Providing environment is not enough Facilitate and model – using objects and gestures in pretend play – turn take, social parallel with paired objects, gestures and language – imitation to show a child pretending

Development as a precursor to symbolism Vocalizations and gestures support development of symbolism Maximize audition to increase and reinforce babbling through imitation and vocal play Encourage gestures that are used in emotional experiences of children, these hold meaning and can be encouraged by adult use Contact v. distal (tactile v. visual) What are typical behaviors? Is pointing only visual?

BET – Bodily Emotional Traces – shared emotional experiences that trigger gestures and movements (Vega 2004) Use experiences the child likes to build activities to engage them Be aware of what it is within the experience that triggers movement and gesture and what these are, these are likely to have meaning for the child Movements and gestures can then be used by the adult with the child to recall the experience and create a common referent.

Development as a precursor to symbolism Support cognitive milestones Object permanence through tactile mode Partial and full concealment Consistent location for possessions and objects Cause-effect (not only switches even though important) Problem solving opportunities

Once symbolism is achieved… “meaning continues to be conveyed through body language, breathing patterns, and other previously used forms.” (Bruce, 2005) Continue to support relevant, meaningful forms of communication Expand upon functions Support first words, combinations and vocabulary

First Words Touch more important than hearing in the formation of classification (Bloom, 1990) Extensive and repetitive joint exploration of objects provides experiences Use of multiple exemplars supports child’s ability to connect the “meaning/experience” with word Intentional labeling of objects not speech stream Build categories (examples) Relevance, elaboration, response efficiency (Weatherby, 1998) Increase rate through increased responsiveness to attempts (opportunity to respond) Use preferred which motivate

Building a vocabulary What language experiences does a db child miss? Developing vocabulary 40 to 60 words depending (opportunity to respond) Motivating Words that have special meaning Conversational words Daily Living activities Action before object Using student initiated gestures at first (BET)

Using Language Across Functions Use language in a variety of functions Requesting Refusing Questioning Answering Directives Comments Expressing Use if –then statements to build comprehension of relationships Model functions give access through shared modes and proximity (example of if then statement for DB What is a typical if then that is given to children

Increasing Exposure to Language Tactile and coactive sign Interpreting the environment Language Activities Daily Calendar News time Experience books (Tactile and visual) Home Book Journal writing Integrating into units and stand alone Teachable moments Expansion and differentiation

Tactile Sign Language Communication method based on a standard manual sign system (ASL, PSE, SEE) in which the receiver’s hands (the student) are placed on the hands of the signer (the adult) to receive the sign. (input) Receptive for the child who is deafblind For children who can not use visual sign language Usually positioned opposite each other Provides a form of symbolic communication Allows communication with signing community

Video examples of Tactile Sign Language https://www.youtube.com/watch?v=PbORbo Po_7g&list=UUeHiXD3bqTFgMhsyvr8cbhg https://www.youtube.com/watch?v=l8yXWac tj38

Coactive Sign Language Physical Guidance of a child’s hands to facilitate production of a standard manual sign for expressive communication (Hand over Hand) A method for teaching expressive sign language (hand shape and movement) to a child who is deaf-blind (output) Positioning in multiple ways Promotes expressive communication by providing a tactile-kinesthetic model

Challenges for Coactive and Tactile Tactile defensiveness prompt dependence confusion of tactile and coactive dominant hand issues accuracy of producing some signs coactively (finger movements) Can interrupt flow of activities

Oral Language Development Children can have receptive oral language while not having expressive Observe responses to voice, sounds, and reaction to specific words in an isolated context Keep speech clear, simple, and concrete Use key words within routines Imitate and use play