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Late language development in a child unable to recognize or produce speech sounds
Archives of Neurology
|March 1, 1983
Summary
A boy with severe quadriplegia learned language and cognitive skills through sign language, demonstrating that even extensive brain damage may spare crucial developmental systems.
Area of Science:
- Neuroscience
- Developmental Psychology
- Linguistics
Background:
- Severe quadriplegia and lack of speech development in a child initially assessed with subnormal intelligence.
- Limited understanding of cognitive and linguistic potential in multihandicapped children without functional hearing or speech.
Observation:
- Introduction of a manual sign system at age 6 years 9 months.
- Subsequent development of reading, writing, conversation, and imaginative storytelling abilities.
- Preserved attention, memory, and appropriate social-emotional responsiveness.
Findings:
- Demonstration of selective brain lesion effects sparing cognitive and linguistic systems.
- Evidence of language acquisition and intellectual development facilitated by sign language.
- Successful communication and cognitive advancement despite severe physical and speech impairments.
Implications:
- Highlights the critical role of sign language as a communication channel for non-verbal children.
- Emphasizes the importance of alternative communication methods for assessing and nurturing intellectual potential.
- Underscores the brain's capacity for adaptation and development even with significant neurological damage.