Review of Evidence on the Relevance of Sign Language in the Early Communication Training of Autistic Children

Abstract

Simultaneous (sign and speech) communication training is becoming a treatment of choice with many autistic children. This review addresses the issue of how well sign language meets the special needs of this population. First, it provides evidence on the inability of many autistic children to take advantage of traditional speech training, as well as the limitations of the technique even with those children with whom it may succeed. Second, the information processing deficits of autistic children are reviewed in an attempt to show that their auditory processing, on which speech training is based, is particularly impaired. Third, the developmental and motivational characteristics of the children are considered as they relate to the type of input they may be best able to accommodate. Fourth, some characteristics of sign language such as its iconicity, slower speed, low redundancy and reliance on malleable parts of the body are considered as they relate to the children's special deficits and needs. Finally, a brief review of existing evidence on implementation is provided which shows that simultaneous communication, with its emphasis on sign, is an effective approach to employ, particularly in early training.