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Visual symbol and manual sign learning by children with phonologic programming deficit syndrome
P S Pearce1, H Z Darwish, B H Gaines
1Department of Speech and Language Pathology, Alberta Children's Hospital, Calgary.
Developmental Medicine and Child Neurology
|December 1, 1987
Summary
Children with phonologic programming deficit syndrome (PPDS) struggle with symbolic processing, impacting their ability to learn and recall symbols. This highlights the need to consider symbol learning deficits when planning interventions for nonverbal children.
Area of Science:
- Linguistics
- Developmental Psychology
- Speech-Language Pathology
Background:
- Phonologic programming deficit syndrome (PPDS) is characterized by motor speech deficits.
- The cognitive and symbolic processing abilities in children with PPDS require further investigation.
- Understanding symbol learning is crucial for effective communication interventions.
Purpose of the Study:
- To evaluate the learning and recall abilities of Blissymbols and Signed English manual signs in children with PPDS.
- To compare symbol learning in children with PPDS to that of typically developing children.
- To investigate potential symbolic processing deficits associated with PPDS.
Main Methods:
- A comparative study involving eight children diagnosed with PPDS and eight typically developing children.
- Assessment of learning and recall of two distinct symbolic communication systems: Blissymbols and Signed English.
- Standardized testing protocols for symbol acquisition and memory recall.
Main Results:
- Children with PPDS demonstrated significant deficits in learning and recalling both Blissymbols and Signed English.
- The results indicate that children with PPDS experience difficulties beyond motor speech, extending to symbolic processing.
- A notable difference in symbol acquisition and retention was observed between the PPDS group and the control group.
Conclusions:
- The findings support the hypothesis that PPDS involves deficits in symbolic processing, not solely motor speech impairments.
- Intervention strategies for nonverbal children, particularly those with PPDS, must address underlying symbol learning challenges.
- Early identification of symbolic processing deficits is essential for tailoring effective augmentative and alternative communication (AAC) approaches.