Simultaneous communication and speech comprehension. Part I: comparison of two methods of teaching expressive signing and speech comprehension skills

REFERENCES

• Barlow, D. H., & Hayes, S. C. (1979). Alternating treatments design: One strategy for comparing the effects of two treat-ments in a single design. Journal of Applied Behavior Analysis, 12, 199–210.
   PubMed Web of Science ®Google Scholar
• Bonvillian, J., Nelson, K., & Rhyne, J. (1981). Sign language and autism. Journal of Autism and Developmental Disorders, 11, 125–137.
   PubMed Web of Science ®Google Scholar
• Carr, E. G. (1979). Teaching autistic children to use sign language: Some research issues. Journal of Autism and Developmental Disorders, 9, 345–359.
   PubMed Web of Science ®Google Scholar
• Carr, E. G., Binkoff, J. A., Kologinsky, E., & Eddy, M. (1978). Acquisition of expressive signing by autistic children. I: Expres-sive labeling. Journal of Applied Behavior Analysis, 11, 489–501.
   PubMed Web of Science ®Google Scholar
• Carr, E.G., & Dores, P. A. (1981). Patterns of language acquisition following simultaneous communication with autistic children. Analysis and Intervention in Developmental Disabilities, 1, 347–361.
   Google Scholar
• Carr, E. G., Pridal, C., & Dores, P. A. (1981). Speech versus sign comprehension in autistic children. Journal of Experimental Child Psychology, 37, 587–597.
   Google Scholar
• Clarke, S. (1987). An evaluation of the relationship between re-ceptive speech and manual sign language with mentally handi-capped children. Unpublished Doctoral Thesis, University of Southampton.
   Google Scholar
• Clarke, S., Remington, B., & Light, P. (1986). An evaluation of the relationship between receptive speech skills and expressive signing. Journal of Applied Behavior Analysis, 19, 231–239.
   PubMed Web of Science ®Google Scholar
• Clarke, S., Remington, B., & Light, P. (1988). The role of referential speech in sign learning by mentally retarded children: A com-parison of total communication and sign-alone training. Journal of Applied Behavior Analysis, 21, 419–426.
   PubMed Web of Science ®Google Scholar
• Duker, P., & Remington, B. (1991). Manual sign-based communi-cation for individuals with severe or profound learning difficul-ties. In B. Remington (Ed.), The challenge of severe mental handicap: A behaviour analytic approach (pp. 167–187). Chich-ester: J. Wiley & Sons.
   Google Scholar
• Homer, R. D., & Baer, D. M. (1978). Multiple-probe technique: A variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196.
   PubMed Web of Science ®Google Scholar
• Kazdin, A. E. (1982). Single case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
   Google Scholar
• Kiernan, C. C. (1982). The exploration of sign and symbol effects. In J. Hogg and P. J. Mittler (Eds.), Advances in mental handicap research, volume 2. Aspects of competence in mentally handi-capped people (pp. 27–68). Chichester: J. Wiley & Sons.
   Google Scholar
• Koegel, R. L., Schreibman, L., Britten, K., & Laitinen, R. (1979). The effects of schedule of reinforcement on stimulus overse-lectivity in autistic children. Journal of Autism and Developmen-tal Disorders, 9,383–397.
   PubMed Web of Science ®Google Scholar
• Light, P., Remington, B., Clarke, S., & Watson, J. (1989). Signs of language? In I. Leudar, M. Beveridge, and G. Conti-Ramsden (Eds.), Language and communication in the mentally handi-capped (pp. 56–79). London: Chapman and Hall.
   Google Scholar
• Lovaas, O. I., Koegel, R. L., & Schreibman, L. (1979). Stimulus overselectivity in autism: A review of research. Psychological Bulletin, 86, 1236–1254.
   PubMed Web of Science ®Google Scholar
• Lovaas, O. I., Schreibman, L., Koegel, R. L., & Rehm, R. (1971). Selective responding by two autistic children in two stimulus situations. Behaviour Research and Therapy, 9,305–310.
   PubMed Web of Science ®Google Scholar
• Olenick, D. L., & Pear, J. J. (1980). Differential reinforcement of correct responses to probes and prompts in picture-naming training with severely retarded children. Journal of Applied Behavior Analysis, 13, 77–89.
   PubMed Web of Science ®Google Scholar
• Remington, B., & Clarke, S. (1983). Acquisition of expressive signing by autistic children: An evaluation of the relative effects of simultaneous communication and sign-alone training. Jour-nal of Applied Behavior Analysis, 16, 315–328.
   PubMed Web of Science ®Google Scholar
• Robinson, J. H., & Griffith, P. (1979). On the scientific status of iconicity. Sign Language Studies, 25, 297–315.
   Google Scholar
• Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching-to-sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37,5–22.
   PubMed Web of Science ®Google Scholar
• Wilhelm, H., & Lovaas, O. I. (1976). Stimulus overselectivity: A common feature in mental retardation. American Journal of Mental Deficiency, 81, 227–241.
   PubMedGoogle Scholar