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

2. “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)

3. “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)

4. 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

5. 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

6. 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)

7. 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

8. 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

9. 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?

10. 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?)

11. 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

12. 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?

13. 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.

14. 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

15. 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

16. 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

17. 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)

18. 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

19. 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

20. 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

21. Video examples of Tactile Sign Language
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22. 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

23. 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

24. 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