The Use of Simultaneous Communication to Teach Difficult Verbal Discriminations to an Autistic and Developmentally Disabled Child

Abstract

This article reviews the use of manual hand signs to teach language systems to autistic and developmentally disabled children. Particular emphasis is placed on using a simultaneous communication approach to aid with difficult discriminations with verbal children. The authors maintain generally that sign language is only considered for mute children, and not considered as a technique for verbal developmentally disabled children who are having chronic language difficulties. The brief literature in the use of sign language training as an aid in forming difficult language discriminations is reviewed. A case study is presented of a developmentally disabled boy who has had great difficulty in learning verbal color naming. Hand signs are used in a multiple baseline design to teach the color names, and generalization is demonstrated to other people, places, and objects. Finally, the hand signs were physically blocked and the acquired verbal color discriminations were maintained. The authors suggest that a simultaneous communication approach be considered for both verbal autistic and developmentally disabled children that have chronic language difficulties that are possibly due to stimulus overselectivity or response perseveration.