ERIC Number: ED195100
Record Type: RIE
Publication Date: 1980-May
Reference Count: 0
Manual Signing: A Communication Tool for Language Delayed Preschool Hearing Children: An Exploratory Study.
Read, Mary Ann
To explore the effects of the use of sign language as an intervention technique to facilitate the development of expressive and receptive communication skills, manual sign language (Signing Exact English) was employed with 12 multihandicapped, language delayed and/or nonverbal Ss (18 to 36 months old). Sign language was studied both as a facilitator of oral communication and as an intervention technique. Intervention procedures were structured to provide a naturalistic cue and consequence communication learning environment in the form of snack time language-food exchanges. To stimulate requests in sign language, the children were initially prompted. Prompts initiated by the teacher were soon faded. At the end of the training program, the number of vocalizations and signs emitted by each child was tabulated. Six of the children learned more than three signs and four of the children were able to vocalize in sentences. None of these children was able to vocalize sentences at the beginning of the study. Data on successful and unsuccessful learners were compared in terms of motor involvement, diagnostic categories, developmental ages, and developmental theory. It was concluded that early language intervention programs can be matched to children's needs even with severely impaired and language delayed children. (Author/SBH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Western Psychological Association (Honolulu, HI, May, 1980).