MANUAL LANGUAGE ACQUISITION AND ITS INFLUENCE ON OTHER AREAS OF FUNCTIONING IN FOUR AUTISTIC AND AUTISTIC-LIKE CHILDREN

SUMMARY Although preliminary evidence on the use of manual communication training with non‐verbal autistic children has been reported, no systematic evaluation of its effectiveness is available. The present study constitutes an intensive assessment of communication acquisition in four such children...

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Published in:Journal of child psychology and psychiatry 1979-10, Vol.20 (4), p.337-350
Main Authors: Mary Konstantareas, M., Webster, Christopher D., Oxman, Joel
Format: Article
Language:English
Subjects:
Autistic Disorder - psychology
Child
Cues
Female
Generalization (Psychology)
Humans
Language Development
Male
Manual Communication
Sign Language
Social Behavior
Stanford-Binet Test
Verbal Behavior
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container_title Journal of child psychology and psychiatry
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creator Mary Konstantareas, M.
Webster, Christopher D.
Oxman, Joel
description SUMMARY Although preliminary evidence on the use of manual communication training with non‐verbal autistic children has been reported, no systematic evaluation of its effectiveness is available. The present study constitutes an intensive assessment of communication acquisition in four such children exposed to simultaneous (speech and sign) communication training over a nine‐month period. Of interest was also the generalization of possible gains to other areas of functioning. All subjects demonstrated considerable gains in sign communication both receptively and productively. Although social, self‐care and related abilities were not the main focus of intervention, all children demonstrated measurable gains in those areas as well.
doi_str_mv 10.1111/j.1469-7610.1979.tb00519.x
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1469-7610
language eng
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source Wiley Online Library Psychology Backfiles
subjects Autistic Disorder - psychology
Child
Cues
Female
Generalization (Psychology)
Humans
Language Development
Male
Manual Communication
Sign Language
Social Behavior
Stanford-Binet Test
Verbal Behavior
title MANUAL LANGUAGE ACQUISITION AND ITS INFLUENCE ON OTHER AREAS OF FUNCTIONING IN FOUR AUTISTIC AND AUTISTIC-LIKE CHILDREN
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