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>www.dpw.state.pa.us >www.dhs.pa.gov
Office of Developmental Programs,
Special Populations Unit
Virtual Targeted Training:
Language Deprivation
12/12/19
>www.dpw.state.pa.us >www.dhs.pa.gov
Video Relay Services
If you are Deaf or Hard of Hearing and are
trying to access this presentation, please call
in through Video Relay Services
➢ Dial 1-866-327-8877 from any videophone
➢ Then, provide the dial in number and access code
(on the right side of your screen) to your interpreter
>www.dpw.state.pa.us >www.dhs.pa.gov
Who’s Here Today?
❑ Supports Coordinator (SC)
❑ Direct Support Professional (DSP)
❑ Supervisor, Manager, or Director
❑ Family
❑ Other
>www.dpw.state.pa.us >www.dhs.pa.gov
• Foundational information & term definitions
• Broader implications of Language Deprivation
• How we can respond
Agenda
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Setting the Stage
• Why are we here?
• Everyday Lives
– What is important to people with
disabilities?
– “I am listened to and understood; my
input is valued. My family, supporters,
and community listen to me and
communicate in ways that work for me.”
• The human heart connection
• Behaviors
>www.dpw.state.pa.us >www.dhs.pa.gov
• Deaf vs deaf
– In our country, “Deaf” denotes a specific group of individuals
who define themselves as culturally Deaf. This is typically
people with a hearing loss who use American Sign Language.
– “deaf” is used to denote anyone with a hearing loss or someone
with a hearing loss who does not identify with the culturally
Deaf.
– d/Deaf is used to refer to anyone in either group.
Terminology
>www.dpw.state.pa.us >www.dhs.pa.gov
• Language Acquisition Theory
– Language is dependent upon and emerges from social
interaction.
– Our brains are wired to learn language, any language, from
other people through immersion.
• Receptive vs Expressive
– Story about Kara
• To learn and MAINTAIN language,
one needs to continue to be exposed
to language.
Need to Know First
>www.dpw.state.pa.us >www.dhs.pa.gov
• Definition: Not fluent in one’s own language of
preference
• Two types
– Specific, disruptive errors in language use that are atypical of
average users of that language. They are generally
understandable, but make errors.
– A general lack of proficiency that is significant enough to
impair communication (with someone who is proficient in that
language).
REMEMBER: We are talking about native users and native
language.
Dysfluency
>www.dpw.state.pa.us >www.dhs.pa.gov
• When it’s “abnormal”
– Used as a screening tool for medical, psychological, legal
– Stroke, Traumatic Brain Injury, Dementia, Intoxication,
Medication side effect, Psychosis, Diagnosis of ASD, ID/DD,
etc.
• When it’s “normal” (atypical language)
– Second language learner
– Common in the d/Deaf Community
– Etiology of deafness has an impact
• Behaviors
Dysfluency/Atypical Language
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1/1000 children prelingually deaf
– 10% to Deaf parents
– 90% to hearing parents
• 10% will utilize sign language
• 90% other
– Cochlear Implants
– Mainstreamed schooling
– Oral/Aural school
Etiology of Deafness
>www.dpw.state.pa.us >www.dhs.pa.gov
Deaf Atypical Language Causes
*Mental Health Challenges
>www.dpw.state.pa.us >www.dhs.pa.gov
• Language Deprivation in childhood
– https://youtu.be/cUTymzn5FEc (Nyle Dimarco Foundation 2:00)
– https://en.wikipedia.org/wiki/Language_deprivation (Timothy
Skaggs 3:10)
• History of lack of language access for the d/Deaf
community
– Virtually the only population left that is exposed to language
deprivation.
• Cochlear Implants – 30-50% effective for improved
speech (social, relational, cognitive, etc.?)
• Social deprivation (language acquisition, maintenance)
Language Deprivation
>www.dpw.state.pa.us >www.dhs.pa.gov
• Constellation of symptoms
– Fund of Information
– Theory of Mind
– Time stamps and sequencing
– If-then causal relationships, brainstorming, problem-solving
– Social/behavioral challenges
Language Deprivation Syndrome
>www.dpw.state.pa.us >www.dhs.pa.gov
• So what does all this mean in practice?
– It’s more than just speaking/hearing.
– The impact is broader than language.
• Language Acquisition “Window” may not be a thing
– Research shows that a person can learn L1 later in life with
immersion and exposure
• We should always be striving to offer an enriched
environment, where people use language at a more
advanced level than the individual they serve.
• Multi-disciplinary detectives
– Behaviors
Application
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• How much communication obligation is on the individual
and how much is on the people supporting them? How
do I own listening?
• Am I accepting the status quo?
• “Nothing supplemental is needed.”
Supplemental doesn’t have to mean complicated.
• ”They understand me fine.”
• “They have selective hearing.”
• “They can read lips.”
Constantly question
>www.dpw.state.pa.us >www.dhs.pa.gov
TrainingSpecial
PopulationsInfographics
Speech Banana
www.myodp.org
>www.dpw.state.pa.us >www.dhs.pa.gov
• Being a detective
• Brainstorming
• Back to basics
– Building blocks
– Pairing
• Gradual implementation/Incremental approach
– Small steps, Slow and consistent implementation across
settings
• Immersion across settings
• Narration of daily life
• Socialization
• Interpreter considerations
Building a Plan
>www.dpw.state.pa.us >www.dhs.pa.gov
• Being person-centered
A challenge…
5. Promote health, wellness, and safety
6. Support people with complex needs
7. Develop and support qualified staff
8. Simplify the system
9. Improve quality
10. Expand options for community living
11. Increase community participation
12. Provide community services to everyone
13. Evaluate future innovations based on Everyday Lives principles
1. Assure effective communication
2. Promote self-direction, choice, and control
3. Increase employment
4. Support families throughout the lifespan
Circling Back
>www.dpw.state.pa.us >www.dhs.pa.gov
• Language Deprivation Syndrome implications
• Your enthusiasm & relationship makes a difference
• Try and then try again and then try again
• Individualized
• Not easy, but rewarding
Remember
>www.dpw.state.pa.us >www.dhs.pa.gov
Contact Us!
• Lea Sheffield
– Special Populations Unit Manager
• Lori Milcic
– Deaf Services Coordinator
• Krista Lewis
– Deaf and Nontraditional Communication Professional
>www.dpw.state.pa.us >www.dhs.pa.gov12/12/2019 23
• Hall, W. C., Levin, L. L., & Anderson, M. L. (2017). Language
deprivation syndrome: a possible neurodevelopmental disorder with
sociocultural origins. Social Psychiatry and Psychiatric
Epidemiology, 52(6), 761–776.
• Hall, W. C. (2017). What you don’t know can hurt you: The risk of
language deprivation by impairing sign language development in
deaf children. Matern Child Health Journal, 21(5), 961–965.
• Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden,
C., Rathmann, C., & Smith, S. (2016). Avoiding linguistic neglect of
deaf children. Social Service Review, 90(4), 589–619.
• Center for Atypical Language Interpreting (CALI)
– https://www.northeastern.edu/cali/cali-online-learning/
• Nyle DiMarco Foundation
• www.myodp.org
Resources
