Communication Case Study Mariah Carey

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

(n.d.). Part one: the deaf community and cochlear implants my child can have more choices: reflections of deaf mothers on cochlear implants for their children. Cochlear Implants: Evolving Perspectives. Retrieved February 09, 2018, from http://gupress.gallaudet.edu/excerpts/CIEP.html

Throughout the article, "Seeing at the Speed of the Sound" the author Rachel Kolb takes the reader on a voyage to better understanding the struggles, the trials, and tribulations of a lipreader as well as the feeling of accomplishment that can be gained from successful lipreading. Rachel Kolb achieves this effect by using a variety of anecdotes mixed with facts about individuals who rely on lipreading. The author uses her personal experiences to help both inspire those with difficulty hearing as well as those who are not part of the deaf community and do not understand the day to day labors and triumphs.

It was unsuccessful because it was not really proving whether or not their daughter can hear. Concerned, they took Lynn to the doctor. The doctor explains to them that, although they were anxious that they couldn't test Lynn until she was at least 2 years old. Not happy with the doctor failing to diagnosis, Louise pressed on and got a second opinion. The at the new doctor is where Louise found out that she was definitely deaf. Louise disheartened by the news did what she thought was to be medically best for her daughter, and had hearing aids made for Lynn. Yet still teaching Lynn to lip read so that she can be oral. Through the years with lots of practice Lynn became very skilled in lip reading. Lynn did become a very good lip reading after a while.

Heather’s life as a mostly deaf person is very interesting. She didn’t learn sign language until her senior year in high school. This means that she can read lips, which is common in the Deaf and hard of hearing community. In elementary school, Heather struggled to keep up with her peers. She could not understand her teacher most of the time, so she fell a grade or two under the rest of her classmates. After this, she went to her mother and

Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about

Lynn’s deafness was found through a series of many events. These events consisted of seeing many doctors to see if she could hear or not. Lynn was taken to a doctor to make sure that her ears where fully developed, this doctor said that she was fine. Lynn was also taken to a speech therapist that told them that she could learn and that all she needed was to be talked too. Just talking to her would do it all and that one day she would be able to talk to them. This information gave them some hope that she would be able to communicate someday. They also tried the John Tracy course to help her better learn to lip read to be able to talk to them. This had over a thousand classes to it and things for the family to do. Which they tried intensely with Lynn and did the games and things that came with it with her on a daily basis. (79).

Through watching this documentary, my understanding on the many modalities people who are deaf use to communication was expanded. During many of Aneta’s interactions with her new friend Tahani, while they wrote their slam poem, she not only relied on an

I struggled to listen to the instructor and found myself having to work very hard to understand her then about an hour into class I began to lose focus and stopped paying attention. In this instance, I empathized with the children who have an unidentified hearing loss and struggle to pay attention in school. These children are often identified as having attention and behavior issues when in reality their hearing is the problem. This further emphasized the importance of services such as hearing aids, FM systems or other amplification methods to ensure that these children do not have to work so hard to understand

American Annals of the Deaf is an educational journal that is committed to providing educational experiences of high quality as well as related services for the deaf. This journal has been around for over 150 years, and over time they have been dedicated to making sure that children and adults who are deaf or hard of hearing are receiving quality assistance for their disability (NEED CITATION). In July 1996, they published a scholarly article in response to a survey Catherine Gillespie and Sandra Twardosz conducted about the literacy environment and different practices that children are receiving in a residential school for the deaf.

| Listening to adults and other older children.Gurgling and attempts at sounds.Listening to songs and games increasing pattern awareness.

Children with APD have trouble processing the sounds heard into letters and words. Many children may hear fewer words which were really spoken, giving them the impression that the sounds heard are foreign and unfamiliar. On the other hand, some children with APD may actually hear the words being said however they can’t connect the words to their meaning. Children with APD develop a second nature to lip read and follow facial cues to compensate for their lack of understanding spoken language. Yet when speaking on the telephone these factors are not present, creating a difficult task for children with this disability.

Clinical Implications: Minimal-contrast treatment is effective and efficient for treating children with phonological disability. Avoiding listener confusion is motivating for suppressing process use.

In the article “Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches” the authors talked about children need regularly and meaningfully accessible to human language. Children that have not acquired a language in the early years might never speak fluently in any language. This critical period is for children to develop their first language skills. Most children that are born deaf in the developed countries have cochlear devices implanted, but these devices do not offer accessible language to many deaf children. This device might cause the child to miss the critical period that is needed for children.

First, I would like to say that P.W. Singer's overall verbal communication with his audience does his meet his objective. He does not dumb down the information but does provide examples that would relate mostly with what he is saying. Singer, vocal techniques are very effective when giving his speech. He speaks at a smooth and even rate, with pauses longer enough so that his audience may comprehend the information. he also speaks at an appropriate volume throughout is speech although it seemed as if he spoke in a monotone voice. He does not have trouble with pronunciation at all, neither with articulation. Also when he would mention an acronym such as an IED he went on to explain what it stands for which is an improvised explosive device. Over