Advanced search
Publication Cover
Journal of Intellectual & Developmental Disability Volume 27, 2002 - Issue 3
Submit an article Journal homepage
126
Views
17
CrossRef citations to date
0
Altmetric
Research Article

A conceptual analysis of communicative spontaneity

Mark Carter Macquarie University Special Education CentreCorrespondence[email protected]
&
Greg D Hotchkis Macquarie University Special Education Centre
Pages 168-190 | Published online: 10 Jul 2009

  • Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers (5th ed.). Upper Saddle River, OH: Prentice-Hall.
  • Alwell, M., Hunt, P., Goetz, L., & Sailor, W. (1989). Teaching generalized communicative behaviors within interrupted behavior chain contexts. Journal of the Association for Persons with Severe Handicaps, 14, 91-100.
  • Arthur, M. (1994). Communication instruction in the 1990s: an overview of future directions. In K. Linfoot (Ed.), Communication strategies for people with developmental disabilities: issues from theory and practice (pp. 177-197). Sydney: MacLennan and Petty.
  • Barrera, R., & Sulzer-Azaroff, B. (1983). An alternating treatment comparison of oral and total communication training programs with echolalic autistic children. Journal of Applied Behavior Analysis, 16, 379-394.
  • Billingsley, F. F., & Romer, L. T. (1983). Response prompting and the transfer of stimulus control: methods, research, and a conceptual framework. Journal of the Association for Persons with Severe Handicaps, 8(2), 3-12.
  • Brady, N. C., McLean, J. E., McLean, L. K., & Johnston, S. (1995). Initiation and repair of intentional communication acts by adults with severe to profound cognitive disabilities. Journal of Speech and Hearing Research, 38, 1334-1348.
  • Breen, C. G., & Haring, T. G. (1991). Effects of contextual competence on social initiations. Journal of Applied Behavior Analysis, 24, 337-347.
  • Browder, D. M., & Snell, M. E. (1983). Daily living skills. In M. E. Snell (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 412-444). Columbus, OH: Merrill.
  • Butterfield, N., & Arthur, M. (1995). Shifting the focus: emerging priorities in communication programming for students with a severe intellectual disability. Education and Training in Mental Retardation, 30, 41-50.
  • Buzolich, M. J., King, J. S., & Baroody, S. M. (1991). Acquisition of commenting function among system users. Augmentative and Alternative Communication, 7, 88-99.
  • Calculator, S., & Dollaghan, C. (1982). The use of communication boards in a residential setting: an evaluation. Journal of Speech and Hearing Disorders, 47, 281-287.
  • Calculator, S. N. (1988a). Evaluating the effectiveness of AAC programs for persons with severe handicaps. Augmentative and Alternative Communication, 4, 177-179.
  • Calculator, S. N. (1988b). Promoting the acquisition and generalization of conversational skills by individuals with severe disabilities. Augmentative and Alternative Communication, 4, 94-103.
  • Carr, E. G., & Kologinsky, E. (1983). Acquisition of sign language by autistic children II: spontaneity and generalization effects. Journal of Applied Behavior Analysis, 16, 297-314.
  • Carter, M. (1992). A review of naturalistic communication training strategies for persons with severe handicaps: implications for the development of spontaneity. Australasian Journal of Special Education, 15, 17-31.
  • Carter, M. (1997). Communicative spontaneity of children with high support needs who use augmentative and alternative communication systems. Unpublished doctoral dissertation, Macquarie University, Sydney.
  • Carter, M., & Grunsell, J. (2001). The behavior chain interruption strategy: a review of research and discussion of future directions. Journal of the Association for Persons with Severe Handicaps, 26, 37-49.
  • Carter, M., & Hook, J. (1998). Communication programming for students with high support needs: a model for deciding what to teach. Special Education Perspectives, 7, 42-55.
  • Carter, M., & Maxwell, K. (1998). Promoting interaction with children using augmentative communication through a peer-directed intervention. International Journal of Disability, Development and Education, 45, 75-96.
  • Carter, M., Hotchkis, G. D., & Cassar, M. (1996). Spontaneity of augmentative and alternative communication in persons with intellectual disabilities: a critical review. Augmentative and Alternative Communication, 12, 97-109.
  • Cavallaro, C. C., & Bambara, L. M. (1982). Two strategies for teaching language during free play. Journal of the Association for Persons with Severe Handicaps, 7(2), 80-92.
  • Chadsey-Rusch, J., Drasgow, E., Reinoehl, B., Halle, J., & Collet-Klingenberg, L. (1993). Using general-case instruction to teach spontaneous and generalized requests for assistance to learners with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 177-187.
  • Charlop, M. H., & Trasowech, J. E. (1991). Increasing autistic children's daily spontaneous speech. Journal of Applied Behavior Analysis, 24, 747-761.
  • Charlop, M. H., Schreibman, L., & Thibodeau, M. G. (1985). Increasing spontaneous verbal responding in autustic (sic) children using a time delay procedure. Journal of Applied Behavior Analysis, 18, 155-166.
  • Dattilo, J., & Camarata, S. (1991). Facilitating conversation through self-initiated augmentative communication treatment Journal of Applied Behavior Analysis, 24, 369-378.
  • Dicarlo, C. F., & Banajee, M. (2000). Using voice output devices to increase initiations of young children with disabilities. Journal of Early Intervention, 23, 191-199.
  • Duker, P., Kraaykamp, M., & Visser, E. (1994). A stimulus control procedure to increase requesting with individuals who are severely/profoundly intellectually disabled. Journal of Intellectual Disability Research, 38, 177-186.
  • Duker, P. C., & van Lent, C. (1991). Inducing variability in communicative gestures used by severely retarded individuals. Journal of Applied Behavior Analysis, 24, 379-386.
  • Dyer, K. (1989). The effects of preference on spontaneous verbal requests in individuals with autism. Journal of the Association for Persons with Severe Handicaps, 14, 184-189.
  • Dyer, K., Williams, L., & Luce, S. C. (1991). Training teachers to use naturalistic communication strategies in classrooms for students with autism and other severe handicaps. Language, Speech, and Hearing Services in Schools, 22, 313-321.
  • Glennen, S. L., & Calculator, S. N. (1985). Training functional communication board use: a pragmatic approach. Augmentative and Alternative Communication, 1, 134-142.
  • Goldstein, H., & Ferrell, D. R. (1987). Augmenting communicative interaction between handicapped and nonhandicapped preschool children. Journal of Speech and Hearing Disorders, 52, 200-211.
  • Goldstein, H., & Kaczmarek, L. (1992). Promoting communicative interaction among children in integrated intervention settings. In S. F. Warren & J. Reichte (Eds), Causes and effects in communication and language intervention (pp. 81-111). Baltimore: Paul H. Brookes.
  • Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects on communicative interactions among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19, 209-214.
  • Grenot-Scheyer, M. (1994). The nature of interactions between students with severe disabilities and their friends and acquaintances without disabilities. Journal of the Association for Persons with Severe Handicaps, 19, 253-262.
  • Hall, G., & Sundberg, M. L. (1987). Teaching mands by manipulating conditioned establishing operations. The Analysis of Verbal Behavior, 5, 41-53.
  • Halle, J. (1982). Teaching functional language to the handicapped: an integrative model of natural environment teaching techniques. Journal of the Association for Persons with Severe Handicaps, 7(4), 29-37.
  • Halle, J. (1984). Arranging the natural environment to occasion language: giving severely languagedelayed children reasons to communicate. Seminars in Speech and Language, 5, 185-197.
  • Halle, J. W. (1987). Teaching language in the natural environment: an analysis of spontaneity. Journal of the Association for Persons with Severe Handicaps, 12, 28-37.
  • Halle, J. W. (1989). Identifying stimuli in the natural environment that control verbal responses.Journal of Speech and Hearing Disorders, 54, 500-504.
  • Halle, J. W., Alpert, C. L., & Anderson, S. R. (1984). Natural environment language assessment and intervention with severely impaired preschoolers. Topics in Early Childhood Special Education, 4(2), 36-56.
  • Halle, J. W., Baer, D. M., & Spradlin, J. E. (1981). Teachers' generalized use of delay as a stimulus control procedure to increase language use in handicapped children. Journal of Applied Behavior Analysis, 14, 389-409.
  • Halle, J. W., Marshall, A. M., & Spradlin, J. E. (1979). Time delay: a technique to increase language use and facilitate generalization in retarded children. Journal of Applied Behavior Analysis, 12, 431-439.
  • Hamilton, B. L., & Snell, M. E. (1993). Using the milieu approach to increase spontaneous communication book use across environments by an adolescent with autism. Augmentative and Alternative Communication, 9, 259-272.
  • Haring, T. G., Neetz, J. A., Lovinger, L., Peck, C., & Semmel, M. I. (1987). Effects of four modified incidental teaching procedures to create opportunities for communication. Journal of the Association for Persons with Severe Handicaps, 12, 218-226.
  • Haring, T. G., Roger, B., Lee, M., Breen, C., & Gaylord-Ross, R. (1986). Teaching social language to moderately handicapped students. Journal of Applied Behavior Analysis, 19, 159-171.
  • Harris, D. (1982). Communicative interaction processes involving nonvocal physically handicapped children. Topics in Language Disorders, 2(2), 21-37.
  • Hart, B. (1985). Naturalistic language training techniques. In S. F. Warren & A. K. Rogers-Warren (Eds), Teaching functional language: Generalization and maintenance of language skills (pp. 63-88). Baltimore: University Park Press.
  • Hart, B., & Rogers-Warren, A. (1978). A milieu approach to teaching language. In R. L. Schiefelbusch (Ed.), Language intervention strategies (pp. 193-235). Baltimore: University Park Press.
  • Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieu teaching: effects of parent-implemented language intervention. Journal of Early Intervention, 18, 269-289.
  • Horner, R. H., & McDonnald, R. S. (1982). Comparison of single instance and general case instruction in teaching a generalized vocational skill. Journal of the Association for Persons with Severe Handicaps, 7(3), 7-20.
  • Horner, R. H., McDonnell, J. J., & Bellamy, G. T. (1986). Teaching generalized skills: general case instruction in simulation and community settings. In R. H. Horner, L. H. Meyer & H. D. B. Fredericks (Eds), Education of learners with severe handicaps: Exemplary service strategies (pp. 289-314). Baltimore: Paul H. Brookes.
  • Horner, R. H., Sprague, J., & Wilcox, B. (1982). General case programming for community activities. In B. Wilcox & G. T. Bellamy (Eds), Design of high school programs for severely handicapped students (pp. 61-98). Baltimore: Paul H. Brookes.
  • Hubbell, R. D. (1977). On facilitating spontaneous talking in young children. Journal of Speech and Hearing Disorders, 42, 216-231.
  • Hughes, C., Harmer, M. L., Killian, D. J., & Niarhos, F. (1995). The effects of multiple-exemplar self-instructional training on high school students generalized conversational interactions. Journal of Applied Behavior Analysis, 28, 201-218.
  • Hughes, C., Killian, D. J., & Fischer, G. M. (1996). Validation and assessment of a conversational interaction intervention. American Journal on Mental Retardation, 100, 493-509.
  • Hunt, P., Goetz, L., Alwell, M., & Sailor, W. (1986). Using an interrupted behavior chain strategy to teach generalized communication responses. Journal of the Association for Persons with Severe Handicaps, 11, 196-204.
  • Kaczmarek, L. A. (1990). Teaching spontaneous language to individuals with severe handicaps: a matrix model. Journal of the Association for Persons with Severe Handicaps, 15, 160-169.
  • Kaczmarek, L. A., Evans, B. C., & Stever, N. M. (1995). Initiating expressive communication: an analysis of listener preparatory behaviors of preschoolers with developmental disabilities in centre-based programs. Journal of the Association for Persons with Severe Handicaps, 20, 66-79.
  • Kaiser, A. P., Hendrickson, J. M., & Alpert, C. L. (1991). Milieu language teaching: a second look. In R. Gable (Ed.), Advances in mental retardation and developmental disabilities (Vol. 4, pp. 63-92). London: Jessica Kingsley.
  • Kaiser, A. P., Ostrosky, M. M., & Alpert, C. L. (1993). Training teachers to use environmental arrangement and milieu teaching with nonvocal preschool children. Journal of the Association for Persons with Severe Handicaps, 18, 188-199.
  • Kozleski, E. (1991). Expectant delay procedure for teaching requests. Augmentative and Alternative Communication, 7, 11-19.
  • Kraat, A. W. (1987). Communication interaction between aided and natural speakers (2nd ed.). Madison, WI: Trace R & D Center, University of Wisconsin.
  • Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.
  • Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the natural language paradigm to increase their autistic children's speech. Journal of Applied Behavior Analysis, 21, 391-400.
  • Leung, J. (1994). Teaching spontaneous requests to children with autism using a time delay procedure with multi-component toys. Journal of Behavioral Education, 4, 21-31.
  • Light, J. (1988). Interaction involving individuals using augmentative and alternative communication systems: state of the art and future directions. Augmentative and Alternative Communication, 4, 66-82.
  • Light, J., & Collier, B. (1986). Facilitating the development of effective initiation strategies by nonspeaking, physically disabled children. In S. W. Blackstone (Ed.), Augmentative communication: an introduction (pp. 369-375). Rockville, MD: American Speech-Language-Hearing Association.
  • Light, J., Dattilo, J., English, J., Gutierrez, L., & Hartz, J. (1992). Instructing facilitators to support the communication of people who use augmentative communication systems. Journal of Speech and Hearing Research, 35, 865-875.
  • Locke, P. A., & Mirenda, P. (1988). A computer-supported communication approach for a child with severe communication, visual, and cognitive impairments: a case study. Augmentative and Alternative Communication, 4, 15-22.
  • Maison, J. L., Sevin, J. A., Box, M. L., Francis, K. L., & Sevin, B. M. (1993). An evaluation of two methods for increasing self-initiated verbalizations in autistic children. Journal of Applied Behavior Analysis, 26, 389-398.
  • McNaughton, D., & Light, J. (1989). Teaching facilitators to support the communication skills of an adult with severe cognitive disabilities: a case study. Augmentative and Alternative Communication, 5, 35-41.
  • Mirenda, P., & Dattilo, J. (1987). Instructional techniques in alternative communication for students with severe intellectual handicaps. Augmentative and Alternative Communication, 3, 143-152.
  • Mirenda, P., & Santogrossi, J. (1985). A prompt-free strategy to teach pictorial communication system use. Augmentative and Alternative Communication, 1, 143-150.
  • Mirenda, P., Iacono, T., & Williams, R. (1990). Communication options for persons with severe and profound disabilities: state of the art and future directions. Journal of the Association for Persons with Severe Handicaps, 15, 3-21.
  • Ogletree, B. T., Wetherby, A. M., & Westling, D. L. (1992). Profile of the prelinguistic intentional communicative behaviors of children with profound mental retardation. American Journal on Mental Retardation, 97, 186-196.
  • Ostrosky, M. M., Kaiser, A. P., & Odom, S. L. (1993). Facilitating children's social-communicative interactions through the use of peer-mediated interventions. In A. P. Kaiser & D. B. Gray (Eds), Enhancing children's communication: Research foundations for intervention (Vol. 2, pp. 159185). Baltimore: Paul H. Brookes.
  • Peck, C. A. (1985). Increasing opportunities for social control by children with autism and severe handicaps: effects on student behavior and perceived classroom climate. Journal of the Association for Persons with Severe Handicaps, 10, 183-193.
  • Pecyna Rhyner, P. M., Lehr, D. H., & Pudlas, K. A. (1990). An analysis of teacher responsiveness to communicative initiations of preschool children with handicaps. Language, Speech, and Hearing Services in Schools, 21, 91-97.
  • Reichte, J. (1997). Communicative intervention with persons who have severe disabilities. Journal of Special Education, 31, 110-134.
  • Reichte, J., & Kaiser, A. (1990). Introduction. In J. Reichte & A. Kaiser (Eds), Communication (pp. v-ix). Seattle, WA: Association for Persons with Severe Handicaps.
  • Reichte, J., & Sigafoos, J. (1991). Establishing spontaneity and generalization. In J. Reichte, J. York, & J. Sigafoos (Eds.), Implementing augmentative and alternative communication: strategies for learners with severe disabilities (pp. 157-192). Baltimore: Paul H. Brookes.
  • Rice, M. L., Sell, M. A., & Hadley, P. A. (1990). The Social Interactive Coding System (SICS): an on-line, clinically relevant descriptive tool. Language, Speech, and Hearing Services in Schools, 21, 2-14.
  • Romer, L. T., & Schoenberg, B. (1991). Increasing requests made by people with developmental disabilities and deaf-blindness through the use of behavior interruption strategies. Education and Training in Mental Retardation, 26, 70-78.
  • Romski, M. A., Sevcik, R. A., & Adamson, L. B. (1999). Communication patterns of youth with mental retardation with and without their speech-output communication devices. American Journal on Mental Retardation, 104, 249-259.
  • Romski, M. A., Sevcik, R. A., Robinson, B., & Bakeman, R. (1994a). Adult-directed communications of youth with mental retardation using the System for Augmenting Language. Journal of Speech and Hearing Research, 37, 617-628.
  • Romski, M. A., Sevcik, R. A., & Wilkinson, K. A. (1994b). Peer-directed communicative interactions of augmented language learners with mental retardation. American Journal on Mental Retardation, 98, 527-538.
  • Rowland, C. (1990). Communication in the classroom for children with dual sensory impairments: studies of teacher and child behavior. Augmentative and Alternative Communication, 6, 262-274.
  • Rowland, C., & Schweigert, P. (1989). Increasing spontaneous communication in nonspeaking individuals with multiple disabilities. Paper presented at the 1989 TASH Annual Conference, San Francisco, CA.
  • Rowland, C., & Schweigert, P. (1993a). Analysing the Communication Environment (ACE): an inventory of ways to encourage communication in functional activities. Tucson, AZ: Communication Skill Builders.
  • Rowland, C., & Schweigert, P. (1993b). Analyzing the communication environment to increase functional communication. Journal of the Association for Persons with Severe Handicaps, 18, 161-176.
  • Rowland, C., Schweigert, P., Brummett, B., & Mills, C. (1991). Increasing proactive communication in children with dual sensory impairments through the transfer of stimulus control to naturally occurring stimuli (Final Report Grant #(3008730409). Portland, OR: Portland Research Institute.
  • Schwartz, I. S., Anderson, S. R., & Halle, J. W. (1989). Training teachers to use naturalistic time delay: effects on teacher behavior and on the language use of students. Journal of the Association for Persons with Severe Handicaps, 14, 48-57.
  • Sigafoos, J., & Reichte, J. (1993). Establishing spontaneous verbal behavior. In R. A. Gable & S. F. Warren (Eds), Strategies for teaching students with mild to severe mental retardation (pp. 191230). London: Jessica Kingsley.
  • Sigafoos, J., Doss, S., & Reichte, J. (1989). Developing mand and tact repertoires in persons with severe disabilities using graphic symbols. Research in Developmental Disabilities, 10, 183-200.
  • Sigafoos, J., Reichte, J., Doss, S., Hall, K., & Pettitt, L. (1990). "Spontaneous" transfer of stimulus control from tact to mand contingencies. Research in Developmental Disabilities, 11, 165-176.
  • Simic, J., & Bucher, B. (1980). Developing spontaneous manding in language deficient children. Journal of Applied Behavior Analysis, 13, 523-528.
  • Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.
  • Turnell, R., & Carter, M. (1994). Establishing a repertoire of requesting for a student with severe and multiple disabilities using tangible symbols and naturalistic time delay. Australia and New Zealand Journal of Developmental Disabilities, 19, 193-207.
  • Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: principles and procedures of applied behavior analysis with exceptional students. Boston: Allyn and Bacon.
  • Yoder, P. J., & Warren, S. F. (1999). Facilitating self-initiated proto-declaratives and protoimperatives in prelinguistic children with developmental disabilities. Journal of Early Intervention, 22, 337-354.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.