Biomedical subjects

S M Rogow

Publications and source records attributed to S M Rogow.

5 recordsLinked to original sources

PubMed1978

On the comprehension of questions by nonspeaking children.

The question form presents both a semantic and linguistic problem to deaf and other language impaired children. The wh question requires a pronominal reference system to be well-established before the wh question can be comprehended and produced. The present study describes the language competence of a deaf, partially sighted girl who acquired language by reading it. This child neither hears nor speaks. Communication with her family was accomplished by writing in her hand, gestures, and pictures. The present study explores pronominal reference in relation to wh questions. A method of teaching was devised to establish a system of pronominal reference, which enabled this adolescent girl to comprehend and produce wh questions.

Auditory Perception↗

PubMedDate not supplied

Considerations in the assessment of blind children who function as severely or profoundly retarded.

Unevenness in development of blind children who function as severely or profoundly retarded, particularly in language and communication, needs to be considered as a feature of the child's ability to learn rather than as characteristics of his retardation. Impact of blindness on early development, environment and previous opportunities for learning need to be considered as part of the assessment process as well as of education and treatment.

Blindness↗

PubMedDate not supplied

Language development in blind multihandicapped children: a model of co-active intervention.

The socialization of blind multihandicapped children depends on their acquisition of a system of communication that will permit their participation in a social world. Bereft of clear visual information and a diminished input from other senses, these children are prone to a range of language acquisition problems. Some children lack the capacity for speech while others speak in well-structured sentences that are simply repetitions of the speech of others or of the commercials heard on radio and television.

Adolescent↗

PubMedDate not supplied

Rhythms and rhymes: developing communication in very young blind and multihandicapped children.

Communicative behaviours develop in early infancy. Blind and multihandicapped infants are at risk in developing social signal behaviours that serve the purpose of signalling the attention of adults and engaging adults in shared interactions and social routines. Primary intersubjectivity or adult-infant interaction has been shown to provide the matrix in which communicative behaviours are acquired. The social routine is one form of adult-infant interaction in which mutuality and shared attention to the same event is developed. The results of this study indicate that very young blind and multihandicapped children can develop intentional and communicative behaviours in the course of social routines based on traditional nursery rhymes. Of particular interest were the youngest subjects who were 15 months-2 years and 3 months at the start of the study. These subjects demonstrated a variety of social responses to interaction with adults. Their responsiveness was expressed in the modalities that were most accessible to them. The physically handicapped children used vocalization as a primary mode of communication, while the physically active depended on physical gestures and postures.

Blindness↗

PubMedDate not supplied

Language development in a non-vocal child.

Many children who cannot speak, comprehend both oral and written language. Having knowledge of language is not the same as being able to use language for social transactions. Non-vocal children learn to use augmented and assisted systems, but they experience specific difficulties in initiating and maintaining conversations and making use of the pragmatic functions of language. The purpose of this study was to investigate the semantic and syntactic knowledge of a child with severe multiple disabilities who can read and write and comprehend two languages, but does not initiate conversation. The study demonstrates that high levels of language comprehension and ability to read and write do not automatically transfer to conversational competence or narrative ability.

Attention↗