A Case Study of Tactile Language and its Possible Structure: A Tentative Outline to Study Tactile Language Systems among Children with Congenital Deafblindness

Dammeyer, Jesper; Nielsen, Anja Fleten; Strøm, Emilie; Hendar, Ola; Eiríksdóttir, Valgerður Kristín

doi:10.4172/2375-4427.1000133

Cited by 9 publications

(13 citation statements)

References 50 publications

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“…Forsgren (2016) concluded that the signs originate from their bodily tactile perception. Dammeyer et al (2015) conclude that the linguistic features of bodily tactile language are distinct from sign language. These distinct language expressions could lead to low language readability of persons with CDB.…”

Section: Figurementioning

confidence: 80%

“…Ask Larsen (2015) concluded that the absence of language expressions of people with CDB was not related to the severity of their sensory abilities or their intellectual capabilities, but related to the lack of access to language that is adapted to their sensory abilities. A bodily tactile language is likely the natural language of people with CDB (Dammeyer et al, 2015;Forsgren, 2016). Bodily tactile language refers to a new, culturally not yet established language that originates in the bodily tactile expressions of people with CDB (Braad, 2021).…”

Section: Figurementioning

confidence: 99%

“…This study will address bodily tactile language as bodily tactile communication because the expressions are not yet developed into an arbitrary conventional and cultural language. Dammeyer et al (2015) and Forsgren (2016) found that features used by people with CDB differ from linguistic features of signed or spoken languages. Persons with deafblindness adjust the tactile sign language to their sensory abilities (Forsgren, 2016).…”

Section: Figurementioning

confidence: 99%

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The Readability of Language: Observing the Non-Linguistic and Linguistic Features in the Communication of a Child with Congenital Deafblindness

Braad¹

2022

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Children with congenital deafblindness (CDB) have, similar as deaf and hearing children, an innate ability to acquire a language. It is known to be a challenge for children with CDB to acquire a first language. Most children with CDB do not learn to speak or sign and remain at a pre-linguistic level of language development. Observing non-linguistic and linguistic features is essential for pre-linguistic and early linguistic language development. This study used a systematic observation instrument to observe the non-linguistic and linguistic features of a child with CDB. The case study resulted in a qualitative analysis of communicative expressions and signs made by the child with CDB. BET's and gestures were expressed consistently and correctly in the context of the communication. The linguistic features of the signs expressed by the child did not match the features used in the conventional signs. Also, the child produced different phonological forms of one particular sign, making the signs of the child inconsistent. We discussed that inconsistent signs can lead to difficulty with the signs by the communication partner. Difficulty with readability of signs of the child by the communication partner may negatively influence the language development of the child. Different possible causes of the incorrect and inconsistent signs of the child were discussed, such as the inability of the child with CDB to access the linguistic features of the communication of the communication partner. Recommendations were given to support the language acquisition of children with CDB. Also, recommendations were given for further research.

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Section: Figurementioning

confidence: 80%

Section: Figurementioning

confidence: 99%

Section: Figurementioning

confidence: 99%

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The Readability of Language: Observing the Non-Linguistic and Linguistic Features in the Communication of a Child with Congenital Deafblindness

Braad¹

2022

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“…One major issue to resolve is how to accommodate TSL to language development in the bodilytactile modality for those who cannot benefit from VSL or Speech. The possibility of TSL as a first language for those who rely on the bodily-tactile modality throughout communicative development is only a possibility for the few, only few cases are reported in the literature (Dammeyer et al, 2015;Rødbroe & Janssen, 2006). This could be taken as an argument for research and practice to give more attention to how to support bodily-tactile communication development, understood as TSL acquisition.…”

Section: Implications For Cdb Practicementioning

confidence: 99%

The relation between sensory loss and communicative and cognitive development in children with congenital deafblindness

Larsen

Dammeyer

2020

British Journal of Visual Impairment

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People with congenital deafblindness (CDB) are a heterogenic group, and CDB is defined in a variety of ways in the scientific literature. In this study, we aim to examine whether some of the heterogeneity may be more easily resolved from the perspective of ability than from the perspective of impairment. In order to do this, we take as a starting point for our investigations the communication systems that are used and the different sense modalities they require. Information about almost the entire known population of children with CDB in Denmark (age = 3–18 years, N = 71) was collected using a questionnaire form, covering degree of visual and hearing impairments, intellectual disability, level of expressive communication and use of communication systems. No correlation was found between severity of CDB based on degree of sensory impairment and level of intellectual and communicative disability within the population. However, whether or not the child with CDB was able to make use of residual senses to access a linguistic culture (spoken or signed) correlated significantly with both cognitive and communicative ability. In addition, the two groups had inverse correlations between number of systems used for communication and communicative ability. The actual systems used for communication may be useful for categorizing people with CDB into severity subgroups for scientific study and for intervention planning. In addition, the acquisition of a tactile language for the subgroup of people with CDB who do not utilize a visual or auditory linguistic culture should be given special attention in research and practice.

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“…This type of sensory compensation may be due to the role of experience in the development of cross-sensory integration and association (Guellaï et al, 2019). Thus, children with CDB can benefit from tactile interactions, in that both symbolic (e.g., manual signs) and non-symbolic communication (e.g., mutual attention) could be modified in the tactile modality (Miles, 2003;Chen and Downing, 2006;Dammeyer et al, 2015;Nafstad and Rødbroe, 2015;McLinden and McCall, 2016).…”

Section: Introductionmentioning

confidence: 99%

Effect of Tactile Imitation Guidance on Imitation and Emotional Availability. A Case Report of a Mother and Her Child With Congenital Deafblindness

Peltokorpi

Daelman²,

Salo

et al. 2020

Front. Psychol.

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Interaction between parents and children with congenital deafblindness (CDB) is easily hampered due to dual sensory loss. This case report examines imitation and emotional availability in interaction between a mother and her 3-year-old child with CDB first in unguided play and then in three play sessions with tactile imitation guidance. The video recorded play sessions were analyzed for frequency, length, and modality of imitation. Emotional Availability Scales were used to code the emotional quality of interaction. The results showed that before the guidance the mother imitated the child mainly vocally. After the guidance, the use of tactility in imitations increased. Imitation exchanges lasted longest in the last session. The emotional availability between the mother and the child was higher after the guidance. Further research is needed to confirm the positive outcomes of this case study.

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A Case Study of Tactile Language and its Possible Structure: A Tentative Outline to Study Tactile Language Systems among Children with Congenital Deafblindness

Cited by 9 publications

References 50 publications

The Readability of Language: Observing the Non-Linguistic and Linguistic Features in the Communication of a Child with Congenital Deafblindness

The Readability of Language: Observing the Non-Linguistic and Linguistic Features in the Communication of a Child with Congenital Deafblindness

The relation between sensory loss and communicative and cognitive development in children with congenital deafblindness

Effect of Tactile Imitation Guidance on Imitation and Emotional Availability. A Case Report of a Mother and Her Child With Congenital Deafblindness

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