W. 45 th St. Austin, TX 78756

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1 Texas School for the Blind & Visually Impaired Outreach Programs W. 45 th St. Austin, TX Texas Symposium on DeafBlindness: Resonance February 21-23, 2019 The Science of Young Adult Brains: Debunking the Myth That It Is Ever Too Late to Become an Effective Communicator Saturday, Breakout Session 8:30-10:00 AM Presented by Maurice Belote, Director, California DeafBlind Services Developed for Texas DeafBlind Outreach Program Texas School for the Blind & Visually Impaired [Type text]

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3 The Science of Young Adult Brains: It's Never Too Late to Become an Effective Communicator Maurice Belote, Project Coordinator, California Deafblind Services cadbs.org Slide 1: The Science of Young Adult Brains: It's Never Too Late to Become an Effective Communicator Maurice Belote, Project Coordinator, California Deafblind Services cadbs.org Figure 1 California Deafblind Services logo The contents of this PowerPoint presentation were developed under a grant from the U.S. Department of Education, #H326T However, these contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Figure 2 IDEAs that Work logo Government. Project Officer: Susan Weigert. Slide 2: Figure 3 Richard Dawkins, D. Phil. When two opposite points of view are expressed with equal intensity, the truth does not necessarily lie exactly halfway between them. It is possible for one side to be simply wrong. Richard Dawkins, D.Phil Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 1

4 Slide 3 and 4: Figure 4 Photocopy image of text discussing communication. Having established, at least to our own satisfaction, that an understanding human being is needed to help the deafblind person and hopefully, having found such understanding helpers everywhere in the world, we must then return to our experience to try to provide the helper with the tools he needs. The first of these must be a method, some method, ANY method of communicating with the deaf-blind person. Part I of this report has discussed communication in some detail. For purposes of this proposal for minimal service we shall emphasize only the philosophical and psychological elements of communication rather than methods that might be used or ways in which these methods might be taught. Slide 5: Miss Baker Figure 5 Photo of Miss Baker, a squirrel monkey, seen in a special capsule. She is one of two monkeys who, in 1959 was launched into space by the United States and safely returned. Slide 6: Mini Figure 6 Early Mini Cooper Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 2

5 Slide 7: Figure 7 Interior of a car with the steering wheel placed in the middle of the dashboard. Slide 8: Figure 8 Brochure for the Bryant Model-s Series 4000 computer from the Computer History Museum Collection. A woman leans against two very large box-shaped computer components. A caption reads: more of everything you need and want in a random-access mass memory Slide 9: Figure 9 Photograph of a woman leaning against an old computer. The caption reads: Model 2 Series 4000C Disc File Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 3

6 Slide 10: Figure 10 The same image as seen in Figure 9. Included in this photo is a detailed description of the various components of the computer. Slide 11: Language Language: The method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way. (Oxford English Dictionary) Figure 11 Graphic from Wikimedia Commons showing the components of language. Concentric rings are labeled as follows: from outer ring pragmatics (meaning in context of discourse), semantics (literal meaning of phrases and sentences, syntax (phrases and sentences), morphology (words), phonology (phonemes), phonetics (speech sounds). Slide 12: Communication Communication: The imparting or exchanging of information by speaking, writing, or using some other medium. (Oxford English Dictionary). Figure 12 Two children with DeafBlindness tactilely explore a device together Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 4

7 Slide 13: Communication Matrix Figure 13 Image of the summary page of the Communication Matrix. Four major reasons to communicate: to REFUSE things that we don't want; to OBTAIN things that we do want; to engage in SOCIAL interaction; and to provide or seek INFORMATION. Level I. Pre-Intentional Behavior Level II. Intentional Behavior Intentional Communication Level III. Unconventional Communication (pre-symbolic) Level IV. Conventional Communication (pre-symbolic) Symbolic Communication Level V. Concrete Symbols Level VI. Abstract Symbols Level VII. Language Slide 14: (Rowland, 2018) Figure 14 Graph showing the critical period hypothesis as proposed by Lenneberg. The critical period hypothesis (CPH) as proposed by Lenneberg (1967) holds that primary language acquisition must occur during a critical period which ends at about the age of puberty with the establishment of cerebral lateralization of function. (Snow & Hoefnagel-Höhle, 1978) 2019 Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 5

8 Slide 15: Figure 15 Photo of Harry Chugani, M.D. Who s the idiot who decided that youngsters should learn foreign languages in high school? Slide 16: Harry Chugani M.D. Wayne State University There are 100 billion neurons in the human brain and you could place about 30,000 of them on the head of a pin, but placed end to end the neurons in just one person s cortex would stretch for 100,000 miles enough to circle the globe four times. (Jensen & Nutt, 2015) Slide 17: Figure 16 Book cover image of "The Teenage Brain: A Neuroscientist's Survival Guide to Raising Adolescents and Young Adults" by Frances E. Jensen, MD Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 6

9 Slide 18: Figure 17 Cover of the National Geographic. Cover image of teenager with the caption, The New Science of the Teenage Brain. This process of maturation, once thought to be largely finished by elementary school, continues throughout adolescence. Imaging work done since the 1990s shows that these physical changes move in a slow wave from the brain's rear to its front, from areas close to the brain stem that look after older and more behaviorally basic functions, such as vision, movement, and fundamental processing, to the evolutionarily newer and more complicated thinking areas up front. (Dobbs, 2011) Slide 19: Figure 18 Diagram of a Schwann cell. Plasticity is an intrinsic property of the human brain and represents evolution's invention to enable the nervous system to escape the restrictions of its own genome and thus adapt to environmental pressures, physiologic changes, and experiences. (Pascual-Leone, Amedi, Fregni, & Merabet, 2005) Slide 20: The good news about brain plasticity is that it may peak in childhood and adolescence but it never entirely stops at least not until we do. The more you learn, the easier it is to learn the next thing. (Jensen & Nutt, 2015) Slide 21: Researchers at UCLA found that myelin continues to be produced well past adolescence and even into a person s thirties, making the communication between brain areas ever more efficient. (Jensen & Nutt, 2015) 2019 Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 7

10 Slide 22: Gray matter density gain continued up to age 30 Visual, auditory and limbic cortices, which are known to myelinate early, showed a more linear pattern of aging than the frontal and parietal neocortices, which continue myelination into adulthood Findings also indicate that the posterior temporal cortices, primarily in the left hemisphere, which typically support language functions, have a more protracted course of maturation than any other cortical region. (Sowell et al., 2003) Slide 23: Figure 19 Photograph of Helen Keller in a cap and gown. Much of what we learn happens throughout our lives. What we missed at one stage, given different circumstances, can be made up later on. The work of neuroscientists and of educators points to the resilience of the brain, to a lifelong ability to learn new things. (The first years fallacy, 2003) Slide 24: Cognitive Referencing The practice of comparing IQ scores and language scores as a factor for determining eligibility for speech-language intervention. Cognitive referencing is based on the assumption that language functioning cannot surpass cognitive levels. However, according to research, some language abilities may in fact surpass cognitive levels. Therefore, ASHA does not support the use of cognitive referencing. (ASHA) Slide 25: National Joint Committee for the Communication Needs of Persons with Severe Disabilities (NJC) American Association on Intellectual and Developmental Disabilities American Occupational Therapy Association American Physical Therapy Association American Speech-Language-Hearing Association Association of Assistive Technology Act Programs Council for Exceptional Children Division for Communicative Disabilities and Deafness TASH United States Society for Augmentative and Alternative Communication 2019 Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 8

11 Slide 26: Position Statement: National Joint Committee for the Communication Needs of Persons with Severe Disabilities (ASHA, 2016) Eligibility determinations based on a priori criteria violate recommended practice principles by precluding consideration of individual needs. These...include, but are not limited to: (a) discrepancies between cognitive and communication functioning (b) chronological age (c) diagnosis (d) absence of cognitive or other skills purported to be prerequisites (e) failure to benefit from previous communication services and supports; (f) restrictive interpretations of educational, vocational, and/or medical necessity (g) lack of appropriately trained personnel (h) lack of adequate funds or other resources. Slide 27: American Speech-Language-Hearing Association, National Joint Committee, 2011 Transitions to new work and living environments in adulthood are likely to create a need for communication services to support development of communication forms and functions appropriate to new settings as well as to educate new communication partners about the individual's communication forms and support needs. Even if records indicate an adult "did not benefit" from services in earlier years, he/she may be able to benefit from services in adulthood; research has documented the continued development of communication/language skills through young adult years, and new approaches to intervention and advances in AAC technology offer greater chance of success. Slide 28: American Speech-Language-Hearing Association, National Joint Committee, 2011 Research has shown that many individuals with severe disabilities continue to develop communication and language skills in their adult years. Some individuals may experience particularly positive communication outcomes in adulthood due to factors such as improved assessment and intervention options, new communication technologies, or improved health and stamina. Slide 29: American Speech-Language-Hearing Association, National Joint Committee, 2011 Research studies have shown that adolescents and adults with a variety of severe disabilities made measurable gains when provided with appropriate communication services. Communication intervention may address a variety of self-determination components, including choice making and problem solving Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 9

12 Slide 30: American Speech-Language-Hearing Association, National Joint Committee, 2011 Communication services are likely to be particularly important for adults as they leave home and school and move into new living or working environments. Adults with severe disabilities often need communication services to adapt their communication systems to the demands of new settings. Thus, communication intervention remains a need in adulthood, and we should expect that, with appropriate programming, gains in communication are likely. Bottom Line: Communication is a lifelong activity of value to people of all ages; intervention to facilitate effective communication is warranted for all ages. Slide 31: Figure 20 Cover of the Communication Bill of Rights from the National Joint Committee for the Commuication Needs of Persons with Severe Disabilities (NJC). Slide 32: Decision Making in Termination of Services Each program should have established policies and procedures for following the individual after discharge. Follow-up is necessary because an individual's circumstances may change, new treatments may become available, or the individual may respond differently due to maturational changes or new life transitions. (ASHA, 2004) Slide 33: Decision Making in Termination of Services An apparent "lack of progress" is based on the assumption that the prescribed treatment goals, methods, data collection, and use are all appropriate for the individual with disabilities and his/her family. However, it is possible that the perceived lack of progress is actually an indication that the procedures being implemented are not well-suited to the individual with disabilities. (ASHA, 2004) 2019 Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 10

13 Slide 34: Decision Making in Termination of Services If the discharge is motivated by a lack of progress, questions such as the following should be carefully considered before a final decision is made: How appropriate have the intervention goals been? Has treatment occurred with appropriate intensity and over a sufficient amount of time? Have appropriate methods been implemented? Has intervention been guided by careful data collection and analysis? Have sufficient supports been provided to optimize opportunities for successful outcomes? (ASHA, 2004) Slide 35: Figure 21 Image of two individuals in conversation using tactile sign language. The greatest gift we can give a person is a functional, effective communication system. Slide 36: Figure 22 The Elusive Upside-Down Acorn graphic showing three interlocking circles. Each circle contains a label; moving upper right clockwise: What the child wants to communicate; What the child s peers want to communicate about; and What we want the child to communicate about Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 11

14 Slide 37: References Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), Communication bill of rights. (2015). National Joint Committee for the Communication Needs of Persons with Severe Disabilities. Communication-Bill-Rights.pdf Dobbs, D. (2011, October). Beautiful brains. National Geographic, 220(4), Friedman, R.A. (2016, October 8). Return to the teenage brain. The New York Times. Retrieved from: Inside the teenage brain: The first years fallacy. (2003). Frontline, Public Broadcasting Service. Jensen, F. E., & Nutt, A. E. (2015). The teenage brain: A neuroscientist's survival guide to raising adolescents and young adults. Toronto, Ontario: Collins. Slide 38: References Penfield, W., & Roberts, L. (1959). Speech and brain mechanisms. Princeton, New Jersey: Princeton University Press. Position statement on access to communication services and supports: Concerns regarding the application of restrictive eligibility policies. (2002). National Joint Committee for the Communication Needs of Persons with Severe Disabilities, American Speech-Language-Hearing Association. Relation of age to service eligibility. (2011).National Joint Committee for the Communication Needs of Persons with Severe Disabilities, American Speech-Language- Hearing Association. Sowell, E.R., Peterson, B.S., Thompson, P.M., Welcome, S.E., Henkenius, A.L., & Toga, A.W. (2003). Mapping cortical change across the human life span. Nature Neuroscience 6(3), Texas Symposium on DeafBlindness The Science of the Young Adult Brain Belote, M. 12

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16 Texas School for the Blind & Visually Impaired Outreach Programs Figure 23 TSBVI logo. Figure 24 IDEAs that Work logo. This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.