The Makaton Vocabulary: Using manual signs and graphic symbols to develop interpersonal communication

References

• Alpert, C. (1980). Procedures for determining the optimal nonspeech mode with the autistic child. In R. L. Schiefelbusch (Ed.) Nonspeech language and communication: Analysis and intervention (pp. 390–420). Baltimore: University Park Press.
   Google Scholar
• Armfield, A. (1982). Applying psycholingusitics when planning alter-native communication for persons with severe communication im-pairment. Unpublished manuscript. (Available from Makaton Vocab-ulary Development Project, 31 Firwood Drive, Camberley, Surrey, England.)
   Google Scholar
• Beukelman, D., Yorkston, K. M., Poblete, M., & Naranjo, C. (1984). Frequency of word occurrence in communication samples pro-duced by adult communication aid users. Journal of Speech and Hearing Disorders, 49, 360–367.
   PubMedGoogle Scholar
• Bonvillian, J. D., Orlansky, M. D. Novack, L. L. Folven, R. J., & Holley-Wilcox, P. (1985). Language, cognitive and cherological develop-ment: The first steps in language acquisition. In W. Stokoe & V. Volterra (Eds.) SLR 83: Sign Language Research. Proceedings of the III International Symposium on Sign Language Rome 1983 (pp. 10–22). Silver Spring, MD: Linstock Press. Rome: Istituto di Psi-cologia, CNR.
   Google Scholar
• Boyes-Braem, P. (1973). The acquisition of handshape in American Sign Language. Unpublished doctoral dissertation, Salk Institute for Biological Studies, La Jolla, CA.
   Google Scholar
• Brown, R. (1977). Why are signed languages easier to learn than spoken languages? (Part 1). Keynote Address to the National Association of the Deaf. Cambridge, MA: Department of Psycho-logical and Social Relations, Harvard University.
   Google Scholar
• Bryen, D. N., & Joyce, D. G. (1986). Sign language and the severely handicapped. Journal of Special Education, 20, 2, 183–194.
   Google Scholar
• Byler, J. (1985). The Makaton Vocabulary: An analysis based on recent research. British Journal of Special Education, /2, 113–120.
   Google Scholar
• Carlson, F. (1981). A format for selecting vocabulary for the non-speaking child. Language Speech and Hearing Services in Schools, 12, 240–245.
   Google Scholar
• Carpenter, B. (1987). A formative evaluation of a Makaton-based reading scheme. Unpublished master's thesis: Nottingham Univer-sity.
   Google Scholar
• Carpenter, B., Hawley, P., Whyle, A., Evans, M., Howill, G., Fathers, J., Howdle, G., Finney, D. (1986). Working with Makaton at Blythe School. (Available from the Makaton Vocabulary Development Proj-ect, 31 Firwood Drive, Camberley, Surrey.)
   Google Scholar
• Charney, R. (1980). Speech roles and the development of personal pronouns. Journal of Child Language, 7, 509–528.
   PubMed Web of Science ®Google Scholar
• Clark, C. (1981). Learning words using traditional orthography and the symbols of Rebus, Bliss, and Carrier. Journal of Speech and Hearing Disorders, 46, 191–196.
   PubMedGoogle Scholar
• Clark, E. V. (1977). From gesture to word: On the natural history of deixis in language acquisition. In J. Bruner & A. Garton (Eds.) Human Growth and Development: Wolfson College Lectures (pp. 85–120). Oxford: Oxford University Press.
   Google Scholar
• Clark, C. R., Davies, C. 0., & Woodcock, R. W. (1974). Standard Rebus Glossary. Circle Pines, MN: American Guidance Services, Inc.
   Google Scholar
• Cooke, P., & Aird, R. (1984). A Makaton assisted reading scheme. Teaching and Training, 22, 2, 1984, 56–59.
   Google Scholar
• Cooney, A., & Knox, G. (1981). An evaluation of a sign language programme taught to a group of severely/profoundly retarded children. In G. McIntyre & T. R. Parmenter (Eds.) Preparation for Life: programmes for Mentally Handicapped People in Australia in the 80's (pp. 350–364). Sydney: Prentice-Hall of Australia.
   Google Scholar
• Cornforth, T., Johnston, K., & Walker, M. (1974). Teaching sign language to deaf mentally handicapped adults. Apex, 2, 23–25.
   Google Scholar
• Cregan, A. (1982). Sigsymbols. Cambridge, UK: Learning Develop-ment Aids.
   Google Scholar
• Davies, E. (1985). The development and application of Blissymbolics. Child Language Teaching and Therapy, 1, 281–294.
   Google Scholar
• Dennis, R., Reichle, J., Williams, W., & Vogelsberg, F. (1982). Motoric factors influencing the selection of vocabulary for sign production programs. Journal of the Association for Persons with Severe Handicaps, 7(1) 20–32.
   Google Scholar
• Denton, D. M. (1976). The philosophy of total communication. Sup-plement to the British Deaf News, August. Carlisle: British Deaf Association.
   Google Scholar
• DePaul, R., & Yoder, D. E. (1986). Iconicity in manual sign systems for the augmentative communication user: Is that all there is? Augmentative and Alternative Communication, 2, 1–10.
   Google Scholar
• Deuchar, M.(1984). British Sign Language. London: Routledge, Ke-gan & Paul.
   Google Scholar
• DeViveiros, C. E., & McLaughlin, T. F. (1982). Effects of manual sign use on the expressive language of four hearing children. Sign Language Studies, 35, 169–177.
   Google Scholar
• Dixon, L. S. (1981). A functional analysis of photo-object matching skills of severely retarded adolescents. Journal of Applied Behav-ioral Analysis, 14, 465–478.
   PubMed Web of Science ®Google Scholar
• Doherty, J. (1985). The effects of sign characteristics on sign acqui-sition and retention: An integrative review of the literature. Aug-mentative and Alternative Communication, 1, 108–121.
   Google Scholar
• Dore, J. (1977). Children's illocutionary acts. In R. Freedle (Ed.) Discourse: Comprehension and production. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Duker, P. C., & Morsink, H. (1984). Acquisition and cross-setting generalization of manual signs with severely retarded individuals. Journal of Applied Behavioral Analysis, 17, 93–103.
   PubMed Web of Science ®Google Scholar
• Dunn, M. L. (1982). Pre-sign language motor skills. Tucson, Arizona: Communication Skill Builders.
   Google Scholar
• Dunst, C. J., & Lowe, L. W. (1986). From reflex to symbol: Describing, explaining and fostering communicative competence. Augmentative and Alternative Communication, 2, 11–18.
   Google Scholar
• Ellis, N. R. (1979). Handbook of Mental Deficiency: Psychological theory and research. Hillsdale, NJ: Lawrence Erlbaum Association.
   Google Scholar
• Faw, G. D., Reid, D. H., Schepis, M. M., Fitzgerald, J. R., & Welty, P. A. (1981). Involving institutional staff in the development and maintenance of sign language skills with profoundly retarded per-sons. Journal of Applied Behavioral Analysis, /4, 411–423.
   Web of Science ®Google Scholar
• Fawcett, G., & Clibbens, J. (1983). The acquisition of signs by the mentally handicapped: Measurement criteria. British Journal of Disorders of Communication, 18, 13–21.
   PubMedGoogle Scholar
• Fenn, G., & Rowe, J. A. (1975). An experiment in manual communication. British Journal of Disorders of Communication, 10, 3–16.
   PubMedGoogle Scholar
• Francis, V., & Williams, C. (1983). The effects of teaching BSL to mentally handicapped noncommunicating children. British Journal of Mental Subnormality, 29, 18–28.
   Web of Science ®Google Scholar
• Fristoe, M., & Lloyd, L. L. (1979). Signs used in manual communica-tion training with persons having severe communication impair-ment. AAESPH Review, 4, 364–373.
   Google Scholar
• Fristoe, M., & Lloyd, L. L. (1980). Planning an initial expressive sign lexicon for persons with severe communication impairment. Journal of Speech and Hearing Disorders, 45, 170–190.
   PubMedGoogle Scholar
• Fulwiler, R. L., & Fouts, R. S. (1976). Acquisition of American Sign Language by a noncommunicating autistic child. Journal of Autism and Childhood Schizophrenia, 6, 43–51.
   PubMedGoogle Scholar
• Gillham, W. (1979). The first words language programme. London: George Allen and Unwin.
   Google Scholar
• Gillham, W. (1983). Two words together: A first sentences language programme. London: George Allen and Unwin.
   Google Scholar
• Goldbart, J. (1986). The development of language and communica-tion. In J. Coupe & J. Porter (Eds.), The education of children with severe learning difficulties (pp. 153–182). London: Croom Helm.
   Google Scholar
• Goossens', C. A. (1983). The relative iconicity and leamability of verb referents differentially represented by manual signs, Blissymbols and Rebus symbols: An investigation with moderately retarded individuals. Unpublished doctoral dissertation, Purdue University, December 1983.
   Google Scholar
• Griffith, P. L., & Robinson, J. H. (1980). Influence of iconicity and phonological similarity on sign learning by mentally retarded chil-dren. American Journal of Mental Deficiency, 85, 291–298.
   PubMedGoogle Scholar
• Gustason, G., Pfetzing, D., & Zawolkow, E. (1980). Signing Exact English (SEE). Los Alamitos, CA: Modern Signs Press.
   Google Scholar
• Hamre-Nietupski, S., Nietupski, J., & Rathe, T. (1985). Letting the data do the talking: Selecting the appropriate nonverbal commu-nication system for severely handicapped students. Teaching Ex-ceptional Children, 18, 131–133.
   Google Scholar
• Henderson, R. (1986). Working with Makaton at Greencroft School. (Available from Makaton Vocabulary Development Project, 31 Fir-wood Drive, Camberley, Surrey.)
   Google Scholar
• Hooper, J., Connell, T. M., & Flett, P. J. (1987). Blissymbols and manual signs: A multimodal approach to intervention in a case of multiple disability. Augmentative and Alternative Communication, 3, 68–76.
   Google Scholar
• Homer, R. H., & Budd, C. (1985). Acquisition of manual sign use: Collateral reduction of maladaptive behavior, and factors limiting generalization. Education and Training of the Mentally Retarded, 20, 39–47.
   Google Scholar
• House, B. J., Hanley, M. J., & Magid, D. F. (1980). Logographic reading by TMR adults. American Journal of Mental Deficiency, 85, 161–170.
   PubMedGoogle Scholar
• Hurlbut, B. I., lwata, B. A., & Green, J. D. (1982). Nonvocal language acquisition in adolescents with severe physical disabilities: Blissym-bol versus iconic stimulus formats. Journal of Applied Behavioral Analysis, 15, 241–258.
   PubMed Web of Science ®Google Scholar
• Johnston, J. R. (1981). On location-thinking and talking about space. Topics in Language Disorders, 2, 1–19.
   Google Scholar
• Jones, K. R. (1979). A rebus system of nonfade visual language. Child: Care, Health and Development, 5, 1–7.
   PubMedGoogle Scholar
• Karlan, G. R., Brenn-White, B., Lentz, A., Hodor, P., Egger, D., & Frankoff, D. (1982). Establishing generalized, productive verb-noun usage in a manual language system with moderately handicapped children. Journal of Speech and Heating Disorders, 47, 31–32.
   Google Scholar
• Karlan, G. R., & Lloyd, L. L. (1983). Considerations in the planning of communication intervention: Selecting a lexicon. Journal of the Association for Persons with Severe Handicaps. 8(2), 13–25.
   Google Scholar
• Kiernan, C. C. (1984a). Imitation and learning of hand postures. In J. M. Berg (Ed.) Perspectives and progress in mental retardation. Vol. 1: Social, psychological and educational aspects (pp. 251–260). Baltimore: University Park Press.
   Google Scholar
• Kiernan, C. C. (1984b). Language remediation programmes: A review. in D. J. Muller (Ed.) Remediating children's language (pp. 174–195). London and Sydney: Croom Helm.
   Google Scholar
• Kiernan, C. C., & Jones, M. (1985). The heuristic programme: A combined use of sign and symbols with severely mentally retarded autistic children. Australian Journal of Human Communication, 13, 153–168.
   Google Scholar
• Kiernan, C. C., Reid, B., & Jones, L. (1982). Signs and symbols: Use of non-vocal communication systems. Studies in Education No. 11. London University Institute of Education: Heinemann Educational.
   Google Scholar
• Kohl, F. L. (1981). Effects of motoric requirements on the acquisition of manual sign responses by severely handicapped students. Amer-ican Journal of Mental Deficiency, 85, 396–403.
   PubMedGoogle Scholar
• Lahey, M., & Bloom, L. (1977). Planning a first lexicon: Which words to teach first. Journal of Speech and Hearing Disorders, 42, 340–350.
   PubMedGoogle Scholar
• Leeming, K., Swann, W., Coupe, J., & Mittler, P. (1979). Teaching language and communication to the mentally retarded. New York: Methuen.
   Google Scholar
• Le Prevost, P. (1983). Using the Makaton Vocabulary in early lan-guage training with a Down's baby: A single case study. Mental Handicap, /1, 28–29.
   Google Scholar
• Light, P., Remington, R. E., & Porter, D. (1981). Substitutes for speech? Nonvocal approaches to communication. In M. Beveridge (Ed.), Thinking through Language (pp. 216–238). London: Edward Arnold.
   Google Scholar
• Lloyd, L. L., & Doherty, J. E. (1983). The influence of production mode on the recall of signs in normal adult subjects. Journal of Speech and Hearing Research, 26, 595–600.
   PubMedGoogle Scholar
• Luftig, R. L. (1984). An analysis of initial sign lexicons as a function of eight learnability variables. Journal of the Association of Persons with Severe Handicaps, 9(3), 193–200.
   Google Scholar
• Luftig, R. L., & Bersani, H. A. (1985). An investigation of two variables influencing Blissymbol learnability with nonhandicapped adults. Augmentative and Alternative Communication, 1, 33–37.
   Google Scholar
• MacDonald, A. (1984). Blissymbolics and manual signing-a com-bined approach. Communicating Together, 2(4), 20–21.
   Google Scholar
• Masidlover, M., & Knowles, W. (1982). The Derbyshire Language Scheme. (Limited availability from The Educational Psychology Service, Amber Valley and Erewash Area Education Office, Gros-venor Road, Derby.)
   Google Scholar
• Mein, R., & O'Connor, N. (1960). A study of the oral vocabularies of severely subnormal patients. Journal of Mental Deficiency Re-search, 5, 52–62.
   Google Scholar
• Millington, A. (1976). OT with signs solves problems of behaviour. Occupational Therapy, 40, 186.
   Google Scholar
• Mountain, M. (1984). Signing with the visually and mentally handi-capped noncommunicating child. Bulletin of the College of Speech Therapists, 386, 12.
   Google Scholar
• Mountain, M. (1987). Working with Makaton. Talking Sense, 33, 10–11.
   Google Scholar
• Musselwhite, C. R. (1986). Using signs as gestural cues for children with communicative impairments. Teaching Exceptional Children, 19, 32–35.
   Google Scholar
• O'Connor, N., &. Hermelin, B. (1978). Seeing and hearing in space and time. New York: Academic Press.
   Google Scholar
• Oliver, C. B., & Halle, J. W. (1982). Language training in the everyday environment: Teaching functional sign use to a retarded child. Journal of the Association for Persons with Severe Handicaps, 7(3), 50–62.
   Google Scholar
• Orlansky, M. D., & Bonvillian, J. D. (1984). The role of iconicity in early sign language acquisition. Journal of Speech and Hearing Disorders, 49, 287–292.
   PubMedGoogle Scholar
• Orlansky, M. D., & Bonvillian, J. D. (1985). Iconicity and sign language: A reply to Lloyd, Loeding and Doherty. Journal of Speech and Hearing Disorders, 50, 407–410.
   PubMedGoogle Scholar
• Park, K. (1985). The communication model. Unpublished manuscript. Park, K. (1986). Doing Makaton: A response. British Journal of Special Education, 13, 39.
   Google Scholar
• Park, K. (1988). Communication as curriculum: A framework for working with pupils with profound and multiple learning difficulties. Manuscript submitted for publication.
   Google Scholar
• Parnell, M. M., Amerman, J. D., & Harting, R. D. (1986). Responses of language disordered children to wh-questions. Language, Speech and Healing Services in Schools, /7, 95–106.
   Google Scholar
• Petitto, L. (1985). From gesture to symbol: The relation of form to meaning in acquisition of personal pronouns in American Sign Language. In W. Stokoe and V. Volterra (Eds.), SLR '83: Sign language research. Proceedings of the III International Symposium on Sign Language Research (pp. 55-63). Silver Spring, MD: Linstok Press. Rome: Istituto die psicologia, CNR.
   Google Scholar
• Reichle, J., & Karlan, G. (1985). The selection of an augmentative system of communication intervention: A critique of decision rules. Journal of the Association for Persons with Severe Handicaps, 10(3), 146–156.
   Google Scholar
• Reichle, J., Williams, W., & Ryan, S. (1981). Selecting signs for the formulation of an augmentative communicative modality. Journal of the Association for Persons with Severe Handicaps, 6(1), 48–56.
   Google Scholar
• Reid, B., Jones, L., & Keirnan, C. C. (1983). Signs and symbols: The 1982 survey of use. Special Education: Forward Trends, 10, 27–28.
   PubMedGoogle Scholar
• Romski, M. A., & Ruder, K. F. (1984). The effects of speech and sign instruction on oral language and generalization of Action + Object combinations by Down's Syndrome children. Journal of Speech and Hearing Disorders, 49, 293–302.
   PubMedGoogle Scholar
• Schepis, M. M., Reid, D. H., Fitzgerald, J. R., Faw, G. D., van der Pol, R. A., & Welty, P. A. (1982). A program for increasing manual signing by autistic and profoundly retarded youth within the daily environment. Journal of Applied Behavioral Analysis, /5, 363–379.
   Google Scholar
• Shane, H. C., & Bashir, A. S. (1980). Election criteria for the adoption of an augmentative communication system: Preliminary consider-ations. Journal of Speech and Hearing Disorders, 45, 408–414.
   PubMedGoogle Scholar
• Shaw-Champion, G. (1986). From sign to speech: A study of bimodal language acquisition in a child with Down's Syndrome. Unpublished master's thesis. University of York.
   Google Scholar
• Shields, M. M. (1978). The child as psychologist: Construing the social world. In A. Lock (Ed.), Action, gesture and symbol (pp. 529–556). New York: Academic Press.
   Google Scholar
• Silverman, F. H., McNaughton, S., & Kates, B. (1978). A handbook of Blissymbolics for instructors, users, parents and administrators. Toronto: Blissymbolics Communication Institute.
   Google Scholar
• Spike, J., & Windress, J. (1981). Application of signs with speech in the parent infant training programme for young cerebral palsied children. Australian Journal of Human Communication Disorders, 9, 19–23.
   Google Scholar
• Swisher, V. (1985). Characteristics of hearing mothers' manually coded English. In W. Stokoe and V. Volterra (Eds.), SLR 83: Sign language research. Proceedings of the III International Symposium on Sign Language Research (pp. 38-47). Silver Spring, MD: Linstok Press. Rome: Istituto di Psicologia, CNR.
   Google Scholar
• Swisher, V. (1986, November). Attention of deaf children to their mothers' signing. Paper presented at the Language Development and Sign Language Workshop, Bristol, England.
   Google Scholar
• Thomson, F. (1982). The use of sign language and the Makaton Vocabulary with adults with acquired speech and language disor-ders-A review of current literature and clinical practice. Bulletin of the College of Speech Therapists, 362, 1–3.
   Google Scholar
• Tyack, D., & Ingram, D. (1977). Children's production and compre-hension of questions. Journal of Child Language, 4, 211–224.
   Web of Science ®Google Scholar
• Edwin, O. (1987). Analysis of the experimental adequacy of alternative and augmentative communication training studies. Child Language Teaching and Therapy, 3, 18–39.
   Google Scholar
• Udwin, O., & Yule, W. (1987). Augmentative communication modes taught to cerebral palsied children: Findings from a longitudinal study. International Journal of Rehabilitation Research, 10, 202–206.
   Google Scholar
• Van Ek, J. A., for the Council of Europe, (1977). The threshold level for modern language learning in schools; Longman: UK.
   Google Scholar
• Van Oosterum, J., & Devereux, K. (1982). REBUS at Rees Thomas School. Special Education: Forward Trends, 9, 31–33.
   Google Scholar
• Van Oosterum, J., & Devereux, K. (1985). Learning with Rebuses. (Available from EARO, The Resource Centre, Back Hill, Ely, Cam-bridgeshire.)
   Google Scholar
• Vaughan, S., Bos, C., & Lund, K. (1986). "But they can do it in my room": Strategies for promoting generalization. Teaching Excep-tional Children, 18, 176–180.
   Google Scholar
• Vernon, M., Coley, J., & Ottinger, P. (1979). The use of sign language in the reading development process. Sign Language Studies, 22, 89–94.
   Google Scholar
• Volpato, D., & Orton, D. (1986). P. A. M.: The practical application of Makaton. Unpublished program developed at Cranage Hall Hospi- tal. (Details available from the Makaton Vocabulary Development Project, 31 Firwood Drive, Camberley, Surrey.)
   Google Scholar
• Volpato, D., Orton, D., & Blackburn, D. (1986). Making progress with Makaton. Nursing Mirror, April 30th, 33–35.
   Google Scholar
• Wagner, K. L. (1985). How much do children say in a day? Journal of Child Language, 12, 475–487.
   Google Scholar
• Walker, M. (1973). An experimental evaluation of the success of a system of communication for the deaf mentally handicapped. Un-published Master's thesis, University of London.
   Google Scholar
• Walker, M. (1976). Line Drawings for the Revised Makaton Vocabu-lary. Available from the Makaton Vocabulary Development Project, 31 Firwood Drive, Camberley, Surrey.
   Google Scholar
• Walker, M. (1978). The Makaton Vocabulary. In T. Tebbs (Ed.) Ways and Means (pp. 172–183). Basingstoke: Globe Education.
   Google Scholar
• Walker, M. (1977). Teaching sign language to deaf mentally handi-capped adults. In Language and the Mentally Handicapped. Con-ference Proceedings, 3. Kidderminster, Worcs.: British Institute of Mental Handicap.
   Google Scholar
• Walker, M. (1986). Understanding Makaton. Special Children, 1, 6, 22–23.
   Google Scholar
• Walker, M. (1987, March). The Makaton Vocabulary: Uses and effec-tiveness. Paper presented at the First International AFASIC Sym-posium, University of Reading, England.
   Google Scholar
• Walker, M. & Mountain, M. (1987, September). The use of the Makaton Vocabulary with multi-ethnic groups in the UK and over-seas. Paper presented at the College of Speech Therapists Annual Conference, University of Exeter.
   Google Scholar
• Walker, M., & Park, K. (1987). The Makaton Vocabulary Progress Record Sheets. Available from the Makaton Vocabulary Develop-ment Project, 31 Firwood Drive, Camberley, Surrey.
   Google Scholar
• Walker, M., Parsons, F., Cousins, S., Henderson, R., & Carpenter, B. (1985). Symbols for Makaton. (Available from the Makaton Vocabulary Development Project, 31 Firwood Drive, Camberley, Surrey.)
   Google Scholar
• Weaver, K. S., & Ruder, K. F. (1978). The effect of the gestural prompt on syntax training. Journal of Speech and Hearing Disor-ders, 43, 513–523.
   PubMedGoogle Scholar
• Welch, S. J., & Pear, J. J. (1980). Generalization of naming responses to objects in the natural environment as a function of training stimuli. Journal of Applied Behavioral Analysis, 13, 629–643.
   PubMed Web of Science ®Google Scholar
• Wells, G. (1981). Becoming a communicator. In G. Wells (Ed.). Learn-ing through interaction. Cambridge University Press.
   Google Scholar
• Willems, S., Lombardino, L., MacDonald, J., & Owens, R. (1982). Total communication: A clinical report on a parent-based language training program. Education and Training of the Mentally Retarded, /7, 293–298.
   Google Scholar
• Wilson, K. D. (1980). Selection of a core lexicon for use with graphic communication systems. Journal of Childhood Communication Dis-orders, 4, 111–123.
   Google Scholar
• Zeaman, D., & House, B. J. (1979). The role of attention in retardate discrimination learning. In N. R. Ellis (Ed.) Handbook of Mental Deficiency (pp. 63–112). New Jersey: Lawrence Erlbaum Associ-ation.
   Google Scholar