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At least 145 records · Page 8Linked to original sources
PubMed1988

Speech following sign language training in autistic children with minimal verbal language.

This study was carried out to test the main and interaction effects of training condition and pretreatment-elicited verbal imitation ability when predicting spoken language use during language training of 60 minimally verbal autistic children. Subjects were randomly assigned to Speech Alone, Sign Alone, Simultaneous Presentation of Sign and Speech, and Alternating Presentation of Sign and Speech training conditions. Speech Alone, Simultaneous Presentation, and Alternating Presentation condition facilitated more child-initiated speech during treatment than did the Sign Alone condition. Regardless of training condition, pretreatment verbal imitation ability positively predicted the size of child-initiated spoken vocabulary observed during training. Exploratory analyses indicated that, in addition to verbal imitation, pretreatment age and IQ may also predict spoken language developed during training.

Autistic Disorder↗
PubMed1994

Beginning signers' self-assessment of sign language skills.

Students enrolled in introductory manual communication classes demonstrated limited ability to assess their own communication skills. Questionnaires completed on the third day of class revealed that 70% of the students surveyed would attempt to interpret in a court of law if asked to do so. Although a fifty-minute discussion concerning topics such as ASL, sign systems, and interpreter skills and ethics aided some students in putting their skills into perspective, 41% continued to overestimate their abilities at midterm. The reasons for the overestimation are not clear. Avenues for future research are suggested.

Humans↗
PubMed1986

Transmitting deaf sign language over the telecommunications network.

An experimental investigation is reported into the use of moving cartoon images for two-way communication by the deaf. The images are derived by special signal-processing operations on the output of a conventional television camera, according to a new theory of perceptually important human features. Calculations show that, using facsimile-type coding and digital modems, the images are capable of transmission over the Public Switched Telephone Network; in enhanced form (with more resolution and optional voice accompaniment) they could be carried on the emerging Integrated Services Digital Network or transmitted over teletext.

Communication Devices for People with Disabilities↗
PubMed1990

Effects of video based training on spoken and signed language acquisition by students with mental retardation.

The purpose of this study was to assess the effects of video presentations on the acquisition of both spoken and manually signed lexical items by students with mental retardation. A 10-lesson curriculum in which lexical items were introduced and reviewed by one of three pedagogical methods (therapist only, therapist plus video, or video only) was implemented over a four week period. Pretest and posttest measures of expressive and receptive vocabulary of 35 students with mental retardation revealed that all three methods resulted in significant increases in both spoken and manual sign production of the targeted lexical items compared to control items which were not taught. The therapist only and therapist plus video methods yielded significantly higher sign production scores than the video only method. Receptive vocabulary was not significantly improved by the intervention.

Adolescent↗
PubMed1983

Acquisition of sign language by autistic children. II: Spontaneity and generalization effects.

Autistic children typically do not use their language repertoire in order to communicate. Six autistic children who exhibited poor communication skills were trained to use their sign repertoire to make spontaneous requests of adults. Training consisted of imitative prompting, fading, and differential reinforcement, and included aspects of incidental teaching. The children displayed an increase in the rate and variety of spontaneous sign requests (Experiment 1). Generalization of spontaneity across adults (Experiments 1 and 2) and settings (Experiment 2) was also observed. We suggest that spontaneity may be facilitated when language is brought under the control of broadly defined stimuli such as adult attention rather than narrowly defined stimuli such as the presence of specific objects or verbal prompting in the form of questions. Finally, response generalization was observed as well (Experiment 1). Specifically, as spontaneity increased, self-stimulatory behavior decreased. This result may be accounted for in terms of reinforcer competition, reinforcer consistency, or discriminative stimulus effects.

Adolescent↗
PubMed1977

Sign language and multisensory input training of children with communication and related developmental disorders.

This report deals with the preliminary findings of a research project on simultaneous communication and multisensory input in the treatment of six autistic and communication disordered children. The children, aged 5 to 12, were taught manually signed English and speech using a multisensory-intrusion approach. The hypothesis was that such a technique would serve to alleviate the children's difficulties in information processing, organization of experience, and affect. The dependent measures were behavioral ratings derived from both structured (teaching) and unstructured (free play) sessions. The results indicate that the children manifested a consistent acquisition of sign lanuage, which in some cases transferred into verbal communication skills. Moreover, statistical analyses of some of the observed socioaffective behaviors (i.e., nonsolitary play, interaction with peers and adults, exploration, and detachment) revealed tendencies supportive of the hypothesis. The variability of the data preclude any categorical statement in relation to the hypothesis. However, the preliminary results strongly support the continuation of the study.

Auditory Perception↗