Stimulation of Communication

loml · 12-10-2007, 11:06 PM

Cued speech in the stimulation of communication: an advantage
in cochlear implantation

Ch. Descourtieux *, V. Groh, A. Rusterholtz, I. Simoulin, D. Busquet
Codali, 47 rue de ja6el, Paris, 75015, France
Accepted 2 September 1998

Iternational Journal of Pediatric Otorhinolaryngology
Volume 47, Issue 2
Pages 205-207

Quote:

In the first 3 years of the deaf child’s life, the habilitative project aims to establish elaborate multi-modal communication, which in turn facilitates
the child’s cognitive development and subsequent access to a structured linguistic system. Codali, a Paris-based oral program, seeks this very objective, with one pertinent particularity: that of using cued speech from the outset to render communication meaningful, all of this in the service of developing oral language. Our hypothesis has been from the start that the visual channel can replace the auditory channel in the perception of the totality of elements in the chain of speech. The deaf child can achieve a comparable level of language to that of a hearing child and he follows the same linguistic evolution (transparency).

Cued speech facilitates oral communication and permits the deaf child access to a fully structured linguistic model. This notion of model is fundamental:
it implies the child’s capacity to memorize linguistic elements in their correct form (lexical and syntactic). In the very principles of its conception, cued
speech renders visible the syllabic organization of our linguistic system. Several recent studies emphasize the importance of the syllable as the basic
unit of speech, perceived even by hearing babies as early as 3–4 months. A deaf baby who receives cued speech develops this skill as well. Little by
little, he attaches meaning to the hand configurations and even reproduces some of these cues to name and evoke things. In the same way, the child
develops a stock of vocabulary words.

Recent work by the Belgian team of Alegria, Leybaert, Charlier, and Hage emphasizes the importance of phonological representations which appear to play, in the case of hearing children, a large role in the acquisition of reading skills. Cued speech completes the partial representations which deaf children receive from lipreading. Complementing lipreading with visual representation
of all the phonemes, cued speech emphasizes the pertinent contrasts by means of which we construct the phonological grid necessary to analysis
of speech.

In our work with very young children, we have noted that specific strategies favor this access to phonology, rendering it attainable by all children. For example, the deliberate choice of a vocabulary of both mono and bisyllabic words placing a specific cue in relief facilitates access to an arbitrary yet meaningful phonetic code (my examples are in French), i.e. aime, oui, non, bobo, aie, and coucou. From this semantic code learned, at first globally, the child must learn to extract phonemes to construct his phonological grid. In order to hasten this process, words will be presented, most often in binary pairs, to teach the child to discriminate:

Fine contrasts at the level of cues (both configuration and position) words which read identically on the lips but are cued differently (once again, my examples are in French), i.e. papa and maman.

Fine contrasts at the level of labial images: words with different labial images having identical cues, i.e. chat and chaud.

Fine contrasts at the level of the sequence of elements: words of different lengths demonstrating the importance of the order of the elements, i.e. chocolat and coca cola.

Since 1992, with the implantation of a postlingually deafened adolescent, Codali has been confronted with the impact of this new technology on its habilitative project: will cued speech, which stimulates the visual channel, ease to be useful, perhaps even be contraindicated in the long habilitative
process both pre- and post-implant?

In 1994, several children, all congenitally profoundly deaf, have been implanted. The results obtained with these children have helped us to refine our position. Here are several cases, by way of example:

Vincent: implanted at 2 years, 9 months.

Before implantation, Vincent has rich lexical comprehension and phonetic discrimination that is already precise. He uses cues to express himself, as he
produces almost no prattle. After 6 months of implant use, Vincent understands by audition alone the words of his already extensive vocabulary. After 2 years of implant use, he can follow a conversation without lipreading.
He speaks with intelligible speech.

Mathilde: implanted at 5 years, 9 months.
Before her implantation, Mathilde understands a short, ordinary conversation by means of lipreading and cued speech. She has developed a good vocabulary for her age and her degree of deafness. After 6 months of implant use, Mathilde has a perfect score by means of audition alone on a closed list of 12 words and she understands several words on an open list. She has developed auditory feedback which improves the quality of her speech. Today Mathilde is 7 years old. She understands sentences on an open list and is beginning to use the telephone.

Maxime: implanted at 2 years, 8 months.
Before his implantation, Maxime understands simple short sentences in context. He has acquired a rich stock of vocabulary for his age. He expresses
himself orally, thanks to residual hearing in the low frequencies. After 6 months of implant use, Maxime identifies the majority of words on a closed list by means of audition alone, and he understands some ordinary words on open list. His oral language is becoming increasingly rich and his articulation more precise. The study of these three cases has led us to some preliminary conclusions: the children who have a comprehension of words by the visual
channel before implantation manage after 6 months of implant use to understand these words by the auditory channel alone. The phonological
grid acquired by the visual channel appears to be tranferable to the auditory one. However, during the first months of implant use, the auditory capacity is limited to the recognition of words known prior to implantation. Auditory perception of an implanted child remains imperfect and therefore the identification of new words necessitates the continued use of cued speech so that phonological representations remain correct. After a year of auditory habilitation with the implant, Vincent and Mathilde are now capable of learning new words by auditory means alone. Not enough time has yet elapsed for Maxime to have reached this stage.

The example of Francois, implanted at 2 years, 11 months, illustrates perfectly the importance that should be accorded to the visual channel
after implantation. Before his implantation, Francois had a structured mode of communication that was essentially nonverbal. He shows interest in the face and in lipreading. He recognizes in context a few highly differentiated configurations of cued speech. In the closed list test of 12 words with lipreading and cued speech he has a score of zero. He produces meaningless prattle without much variation. After 6 months of implant use, Francois begins to be motivated to communicate orally. Cued speech continues to be used as a complement to lipreading and hearing. He oralizes spontaneously the words he understands, accompanied by their cues. On the closed list test,
his score becomes positive: greater than 50%. He develops a stock of everyday words by combined visual and auditory channels. However, not a
single word is recognized by audition alone. This example shows us that oral comprehension does not develop exclusively by the auditory channel
but that it necessitates an audio-visual complementarily.

At the present moment, many teams are noting that congenitally profoundly deaf children who receive early implants rapidly develop an efficient auditory perception of environmental sounds but progress more slowly as a rule in the domain of speech. The development of deaf children who have received cued speech intensively disproves these findings, insofar as analysis of speech is
concerned. In fact, the results obtained from our population suggest that:

The more the young child has developed oral communication by the visual channel (cued speech) prior to implantation, the more analysis of phonetic and linguistic elements by auditory means will occur rapidly after implantation.

Additionally, if linguistic acquisitions have been limited or even inexistent prior to implantation, it is indispensable and efficient to continue to have recourse to the visual channel (cued speech) in association with the auditory
channel in order to build phonological representations and to develop oral language.

For these reasons, cued speech remains, for us, a beneficial tool in implant habilitation, facilitating speech perception by the auditory channel on the part of early-implanted, congenitally deaf children .

vallee · 12-11-2007, 05:02 AM

Thanks for posting, I find this very interesting. I'm going to look into CS myself.

jillio · 12-11-2007, 09:43 AM

Cued Speech has been around for over 40 years. If it is so successful, one needs to question why, exactly, it has never gained widespread acceptance. Once again, one also needs to keep in mind that the ears and the eyes perceive information in different ways. That which is perceived by the ears is perceived and processed in a linear manner, i.e. the linear sytax of all spoken languages. That which is perceived by the eye is perceived and processed in a spatial, time oriented sequence. Therefore, simply making the linear syntax of a spoken language visable does not guarantee that the visual system will process the information to comprehension. That has been the downfall of the MCEs. For complete visual comprehension liguisitically, information must be provided in the manner in which it is processed visually.

Once again, CS is a system designed to promote spoken communication, and spoken language learning. If one concedes, as does cued speech, that a visual system is needed for comprehension in deaf children, why not use a complete linguistic system already available that allows for the differences in processing between the visual system and the auditory system, thus allowing for natural acquisition of language that leads to increased cognitive development rather than using a directive, invented system that does not allow for those processing differences?

jillio · 12-11-2007, 02:47 PM

Cued Speech
This can be thought of enhanced lip-reading -- signs are made around the face to provide additional information about the phoneme being uttered. It must be pointed out that lip-reading is usually not considered a practical means of communication -- typically, a person who is lipreading is only recognising 30 per cent of the words being uttered. . For example, b and p cannot be told apart -- and thus ``cued speech'' indicates which phoneme is being uttered.
Typically, it is only used as a teaching aid and is not used widely in the Deaf community.

Cued Speech - AllDeaf.com
Anyone who uses it? I think it's very rare! I never use it but I tried to learn.
It wasn't that easy in the beCued Speech - AllDeaf.com
Anyone who uses it? I think it's very rare! I never use it but I tried to learn.
It wasn't that easy in the beginning for me. It's sort of sign.
http://www.alldeaf.com/sign-language...ed-speech.html - 97k - Cached

from the Journal of Deaf Studies and Deaf Education
The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters’ performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test–retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment.

Among the Deaf, Ubiquitous Sign Language Faces a Challenge
By LYNETTE HOLLOWAY

The supporters of cued speech say the overreliance on sign language fosters a kind of false pride in deaf separatism. Whether the problem is because of reliance on sign language, as they say, or stems from other causes, these advocates are seeking to lead a revolution in deaf education through a 34-year-old method called cued speech.Others counter that the poor literacy of the deaf does not stem from reliance on sign language but from the fact that the vast majority of the deaf are born to hearing parents who do not know how to guide their deaf children academically. About 90 percent of the quarter-million Americans who were born deaf or became deaf early have hearing parents.

Some people say using cued speech would make someone more hearing in the mind, like a black person trying to be white," said Alina Engelman, 18, a deaf student of Brooklyn who uses cued speech.
Cued speech was dwarfed by the focus on signing, but Dr. Cornet, a physicist and mathematician with hearing, pressed on to improve literacy among the deaf students. Even then, deaf educators realized that something needed to be done about the literacy rate of the deaf. So Dr. Cornet developed a system where people could see the spoken word.
[b]Robert R. Davila, vice president of the National Technical Institute for the Deaf, said methods like cued speech should be used to improve literacy because they required the entire family to get involved. But Dr. Davila disagreed that American Sign Language was the cause of poor literacy among the deaf. [/B]"Many deaf individuals are bilingual in A.S.L. and English just as many Hispanic children are bilingual in Spanish and English," said Dr. Davila, who is Mexican-American. "It is wrong to blame A.S.L. for having poor English. We don't blame Spanish for having poor English." Among the Deaf, Ubiquitous Sign Language Faces a Challenge

shel90 · 12-11-2007, 04:47 PM

Quote:

Originally Posted by jillio

Cued Speech

The supporters of cued speech say the overreliance on sign language fosters a kind of false pride in deaf separatism. Whether the problem is because of reliance on sign language, as they say, or stems from other causes, these advocates are seeking to lead a revolution in deaf education through a 34-year-old method called cued speech.Others counter that the poor literacy of the deaf does not stem from reliance on sign language but from the fact that the vast majority of the deaf are born to hearing parents who do not know how to guide their deaf children academically. About 90 percent of the quarter-million Americans who were born deaf or became deaf early have hearing parents.

Some people say using cued speech would make someone more hearing in the mind, like a black person trying to be white," said Alina Engelman, 18, a deaf student of Brooklyn who uses cued speech.
]

Overreliance on sign language??? Come on!!! Will anyone say that the overreliance on English fosters a false pride in hearing separatism??? What the *&%$#@ is wrong with those stupid people saying these BS about sign language????

jillio · 12-11-2007, 05:05 PM

Quote:

Originally Posted by shel90

Overreliance on sign language??? Come on!!! Will anyone say that the overreliance on English fosters a false pride in hearing separatism??? What the *&%$#@ is wrong with those stupid people saying these BS about sign language????

Just thought I'd try posting all of the information!

shel90 · 12-11-2007, 05:07 PM

Quote:

Originally Posted by jillio

Just thought I'd try posting all of the information!

If the supporters of CS say stuff like that, then better expect the Deaf community to turn its back on it. It is disrepectful and oppressive.

jillio · 12-11-2007, 05:08 PM

Quote:

Originally Posted by shel90

If the supporters of CS say stuff like that, then better expect the Deaf community to turn its back on it. It is disrepectful and oppressive.

Exactly. It's oralism under a different name.

shel90 · 12-11-2007, 05:12 PM

Oh! I forgot...I spoke with the teacher and the aide about their experiences with CS. They said they wouldnt use it for language development but as a tool for reading. Just what I thought.

jillio · 12-11-2007, 05:14 PM

Quote:

Originally Posted by shel90

Oh! I forgot...I spoke with the teacher and the aide about their experiences with CS. They said they wouldnt use it for language development but as a tool for reading. Just what I thought.

Yeah, we both agree that it could possibly be effective in teaching reading skills. And most effective with students who already are fluent in their L1 language.

shel90 · 12-11-2007, 05:17 PM

Quote:

Originally Posted by jillio

Yeah, we both agree that it could possibly be effective in teaching reading skills. And most effective with students who already are fluent in their L1 language.

Shoot! I forgot to ask them about the effectiveness on students who dont have a strong L1 language.

I had the best lesson today! Wish u would have been there to see it! The kids fully understood every concept I taught today. No struggling!! Yay!!! I hope that means my struggling readers are finally getting it.

jillio · 12-11-2007, 05:19 PM

Quote:

Originally Posted by shel90

Shoot! I forgot to ask them about the effectiveness on students who dont have a strong L1 language.

I had the best lesson today! Wish u would have been there to see it! The kids fully understood every concept I taught today. No struggling!! Yay!!! I hope that means my struggling readers are finally getting it.

That's a good day! I wish I had been there to see it too. Looks like you got an early Christmas present from your students. Its great to see your hard work start to pay off, huh?

shel90 · 12-11-2007, 05:21 PM

Quote:

Originally Posted by jillio

That's a good day! I wish I had been there to see it too. Looks like you got an early Christmas present from your students. Its great to see your hard work start to pay off, huh?

Yea...and it just happened that a parent of a potential new student was observing my class at the time. I may get a new student...same thing last year...got 3 new student throughout the year. See what happens. I am always happy to get new students but just said when they come from programs so delayed cuz of lack of access to language.

jillio · 12-11-2007, 05:24 PM

Quote:

Originally Posted by shel90

Yea...and it just happened that a parent of a potential new student was observing my class at the time. I may get a new student...same thing last year...got 3 new student throughout the year. See what happens. I am always happy to get new students but just said when they come from programs so delayed cuz of lack of access to language.

I understand exactly what you are saying, but at least they now have a chance under your direction.

loml · 12-11-2007, 05:30 PM

Quote:

Originally Posted by shel90

Overreliance on sign language???

shel90 - You seriously going to give a statement like this credence?

jillio · 12-11-2007, 05:39 PM

Quote:

Originally Posted by loml

shel90 - You seriously going to give a statement like this credence?

It's published and references are provided. Holds as much credence as the items you pull out of a Google search.

shel90 · 12-11-2007, 05:41 PM

Quote:

Originally Posted by loml

shel90 - You seriously going to give a statement like this credence?

That's from a research. Of course I will give it credence plus I am tired of oralists or people who do not support sign language say all this BS about ASL.

loml · 12-11-2007, 05:57 PM

Quote:

Originally Posted by shel90

That's from a research. Of course I will give it credence plus I am tired of oralists or people who do not support sign language say all this BS about ASL.

shel90- My platform for Cued Speech is and always will be about literacy, language and inclusion.

Do not allow the lack of vision from other people cloud yours.

shel90 · 12-11-2007, 05:59 PM

Quote:

Originally Posted by loml

shel90- My platform for Cued Speech is and always will be about literacy, language and inclusion.

Do not allow the lack of vision from other people cloud yours.

I am not talking about you or CS itself. I am talking about the BS people say about ASL and apparently many CS supporters dont believe in ASL.That was what I was referring to. It is up to me if I want some people "cloud" my vision. I can decide for myself...thank you.

ASL and English use in my classroom is working very very well with my students so I dont see the need for CS with them. If it wasnt working, I would try it but why rock the boat?

Oh, I want to add.... my vision and philosophies are exactly the same as Jillos. I already had those beliefs before I joined AD so Jillo will have no influence over me whatsover. I work with many people who have the same beliefs in ASL as Jillo does. That's why we agree on so many things.

loml · 12-11-2007, 06:04 PM

Quote:

Originally Posted by shel90

I am not talking about you or CS itself. I am talking about the BS people say about ASL and apparently many CS supporters dont believe in ASL.That was what I was referring to.

shel90- That has not been my experience with the users/supporters of Cued Speech. In fact my experience is quite the contrary.

shel90 · 12-11-2007, 06:06 PM

[quote=loml;882505]

Quote:

Originally Posted by shel90

I am not talking about you or CS itself. I am talking about the BS people say about ASL and apparently many CS supporters dont believe in ASL.That was what I was referring to. QUOTE]

shel90- That has not been my experience with the users/supporters of Cued Speech. In fact my experience is quite the contrary.

I am glad that your experience was the contrary. I do believe that there are supporters of CS who do say things like that about ASL. Doesnt mean I am gonna go against CS just because of what some people say ..same thing that I wont go against the hearing world cuz of what some hearing people say about deaf people being dumb. If I read something about someone saying stuff like that about ASL, I will say something.

loml · 12-11-2007, 06:12 PM

Quote:

Originally Posted by shel90

I am not talking about you or CS itself. I am talking about the BS people say about ASL and apparently many CS supporters dont believe in ASL.That was what I was referring to. It is up to me if I want some people "cloud" my vision. I can decide for myself...thank you.

shel90 - It was not my intention to offend you. I apologise if this is what has occurred.

jillio · 12-11-2007, 06:18 PM

Quote:

Originally Posted by loml

shel90- My platform for Cued Speech is and always will be about literacy, language and inclusion.

Do not allow the lack of vision from other people cloud yours.

Exactly. Full inclusion in the hearing society. Oralism by any other name. Shall I post your mission statement and goals from the National Association of Cued Speech?

12-11-2007, 05:02 AM	#2 (permalink)
vallee Registered User Join Date: Aug 2007 Location: Tennessee Posts: 968	Thanks for posting, I find this very interesting. I'm going to look into CS myself. __________________ Right and Left Implanted July 19, 2007 Activated August 9, 2007 Both Advanced Bionics Harmony http://talesfromacigal.blogspot.com/

12-11-2007, 05:12 PM	#9 (permalink)
shel90 Sun Whorshipper Join Date: Sep 2006 Location: A Desert Rat that has found herself in Maryland Posts: 13,773 Blog Entries: 1	Oh! I forgot...I spoke with the teacher and the aide about their experiences with CS. They said they wouldnt use it for language development but as a tool for reading. Just what I thought. __________________ ~Shel~

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12-11-2007, 09:43 AM	#3 (permalink)
jillio Registered User Join Date: Jun 2006 Posts: 17,027	Cued Speech has been around for over 40 years. If it is so successful, one needs to question why, exactly, it has never gained widespread acceptance. Once again, one also needs to keep in mind that the ears and the eyes perceive information in different ways. That which is perceived by the ears is perceived and processed in a linear manner, i.e. the linear sytax of all spoken languages. That which is perceived by the eye is perceived and processed in a spatial, time oriented sequence. Therefore, simply making the linear syntax of a spoken language visable does not guarantee that the visual system will process the information to comprehension. That has been the downfall of the MCEs. For complete visual comprehension liguisitically, information must be provided in the manner in which it is processed visually. Once again, CS is a system designed to promote spoken communication, and spoken language learning. If one concedes, as does cued speech, that a visual system is needed for comprehension in deaf children, why not use a complete linguistic system already available that allows for the differences in processing between the visual system and the auditory system, thus allowing for natural acquisition of language that leads to increased cognitive development rather than using a directive, invented system that does not allow for those processing differences?

12-11-2007, 02:47 PM	#4 (permalink)
jillio Registered User Join Date: Jun 2006 Posts: 17,027	Cued Speech This can be thought of enhanced lip-reading -- signs are made around the face to provide additional information about the phoneme being uttered. It must be pointed out that lip-reading is usually not considered a practical means of communication -- typically, a person who is lipreading is only recognising 30 per cent of the words being uttered. . For example, b and p cannot be told apart -- and thus ``cued speech'' indicates which phoneme is being uttered. Typically, it is only used as a teaching aid and is not used widely in the Deaf community. Cued Speech - AllDeaf.com Anyone who uses it? I think it's very rare! I never use it but I tried to learn. It wasn't that easy in the beCued Speech - AllDeaf.com Anyone who uses it? I think it's very rare! I never use it but I tried to learn. It wasn't that easy in the beginning for me. It's sort of sign. http://www.alldeaf.com/sign-language...ed-speech.html - 97k - Cached from the Journal of Deaf Studies and Deaf Education The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters’ performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test–retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment. Among the Deaf, Ubiquitous Sign Language Faces a Challenge By LYNETTE HOLLOWAY The supporters of cued speech say the overreliance on sign language fosters a kind of false pride in deaf separatism. Whether the problem is because of reliance on sign language, as they say, or stems from other causes, these advocates are seeking to lead a revolution in deaf education through a 34-year-old method called cued speech.Others counter that the poor literacy of the deaf does not stem from reliance on sign language but from the fact that the vast majority of the deaf are born to hearing parents who do not know how to guide their deaf children academically. About 90 percent of the quarter-million Americans who were born deaf or became deaf early have hearing parents. Some people say using cued speech would make someone more hearing in the mind, like a black person trying to be white," said Alina Engelman, 18, a deaf student of Brooklyn who uses cued speech. Cued speech was dwarfed by the focus on signing, but Dr. Cornet, a physicist and mathematician with hearing, pressed on to improve literacy among the deaf students. Even then, deaf educators realized that something needed to be done about the literacy rate of the deaf. So Dr. Cornet developed a system where people could see the spoken word. [b]Robert R. Davila, vice president of the National Technical Institute for the Deaf, said methods like cued speech should be used to improve literacy because they required the entire family to get involved. But Dr. Davila disagreed that American Sign Language was the cause of poor literacy among the deaf. [/B]"Many deaf individuals are bilingual in A.S.L. and English just as many Hispanic children are bilingual in Spanish and English," said Dr. Davila, who is Mexican-American. "It is wrong to blame A.S.L. for having poor English. We don't blame Spanish for having poor English." Among the Deaf, Ubiquitous Sign Language Faces a Challenge