Using videotaped lessons to facilitate the development of manual sign skills in students with mental retardation

REFERENCES

• Baran, S. J. (1977). Television programs as socializing agents for mentally retarded children. Audio Visual Communication Re-view, 25, 281–289.
   Google Scholar
• Baumgart, D., Johnson, J., & Helmstetter, E. (1990). Augmenta-tive and alternative communication systems for persons with moderate and severe disabilities. Baltimore: Brookes Publish-ing Co.
   Google Scholar
• Benaroya, S., Wesley, S., Olgilvie, H., Klein, L. S., & Meaney, M. (1977). Sign language and multi-sensory input training of chil-dren with communication and related developmental disorders. Journal of Autism and Childhood Schizophrenia, 7, 23–31.
   PubMedGoogle Scholar
• Beukelman, D. R., & Mirenda, P. (1992). Augmentative and alternative communication: Management of severe communi-cation disorders in children and adults. Baltimore: Brookes Publishing Co.
   Google Scholar
• Bonvillian, J. D., & Nelson, K. E. (1976). Sign language acquisi-tion in a mute autistic boy. Journal of Speech and Hearing Disorders, 41, 339–347.
   PubMedGoogle Scholar
• Bowler, D. M., & Kiernan, C. (1990). Free recall of lists of word and sign labels by severely handicapped children. Journal of Mental Deficiency Research, 34, 157–168.
   PubMedGoogle Scholar
• Bricker, D. (1972). Imitative sign training as a facilitator of word-object association with low-functioning children. American Journal of Mental Deficiency, 76,509–516.
   PubMedGoogle Scholar
• Brown, V. (1988). Integrating drama and sign language. Teaching Exceptional Children, 21, 4–8.
   Google Scholar
• Browning, P., & White, W. A. T. (1986). Teaching life enhance-ment skills with interactive video-based curricula. Education and Training of the Mentally Retarded, 21, 236–244.
   Google Scholar
• Browning, P., White, W. A. T., Barkin, P. Z., & Nave, G. (1985–1986). Interactive video in the special classroom: A pilot study. The Computing Teacher, 13, 36–38.
   Google Scholar
• Browning, P., White, W. A. T., Nave, G., & Barkin, P. Z. (1986). Interactive video in the classroom: Afield study. Education and Training of the Mentally Retarded, 21, 85–92.
   Google Scholar
• Bryen, D. N., &Joyce, D. G. (1986). Sign language and the severely handicapped. The Journal of Special Education, 20, 183–194.
   Google Scholar
• Bryen, D. N., Goldman, A. S., & Quinlisk-Gill, S. (1988). Sign language with students with severe/profound mental retarda-tion: How effective is it? Education and Training in Mental Retardation, 23, 129–137.
   Google Scholar
• Carr, E. G., Binkoff, J. A., Kologinsky, E., & Eddy, M. (1978). Acquisition of sign language by autistic children: Expressive labeling. Journal of Applied Behavior Analysis, 11, 489–501.
   PubMed Web of Science ®Google Scholar
• 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.
   PubMed Web of Science ®Google Scholar
• Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Ap-plied Behavior Analysis, 22, 275–285.
   PubMed Web of Science ®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 refer-ential speech in sign learning by mentally retarded children: A comparison of total communication and sign-alone training. Journal of Applied Behavior Analysis, 21, 419–426.
   PubMed Web of Science ®Google Scholar
• Cochran, P. S., & Appert, C. (1991, January). Show me the REAL thing: Using videodiscs to facilitate language development. Paper presented at the International TAM Conference on Spe-cial Education and Technology, Kansas City, MO.
   Google Scholar
• Daniloff, J. K., Noll, J. D., Fristoe, M., & Lloyd, L. L. (1982). Gesture recognition in patients with aphasia. Journal of Speech and Hearing Disorders, 47, 43–49.
   PubMedGoogle Scholar
• Dunham, J. K. (1989). The transparency of manual signs in a linguistic and an environmental nonlinguistic context. Augmen-tative and Alternative Communication, 5,214–225.
   Google Scholar
• Dunn, L., & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Fechter, J. V., Jr. (1971). Modeling and environment generaliza-tion by mentally retarded subjects of televised aggressive or friendly behavior. American Journal of Mental Deficiency, 76, 266–267.
   Google Scholar
• Foxx, R. M., Kyle, M. S., Faw, G. D., & Bittle, R. G. (1988). Cues-pause-point training and simultaneous communication to teach the use of signed labeling repertoires. American Journal on Mental Retardation, 93,305–311.
   PubMedGoogle Scholar
• Fristoe, M., & Lloyd, L. (1977). Manual communication for the retarded and others with severe communication impairment: A resource list. Mental Retardation, 15, 18–21.
   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
• Gardner, M. F. (1979). Expressive One-Word Picture Vocabulary Test. Novato, CA: Academic Therapy Publications.
   Google Scholar
• Goodman, L., Wilson, P. S., & Bornstein, H. (1978). Results of a national survey of sign language programs in special educa-tion. Mental Retardation, 16, 104–106.
   PubMedGoogle Scholar
• Grinnell, M. G., Detamore, K. L., & Lipke, F. A. (1976). Sign it successful: Manual English encourages expressive communi-cation. Teaching Exceptional Children, 8, 123–124.
   Google Scholar
• Keogh, D., Whitman, T., Beeman, D., Mulligan, K., & Starzynski, T. (1987). Teaching interactive signing in a dialogue situation to mentally retarded individuals. Research in Developmental Disabilities, 8, 39–53.
   PubMed Web of Science ®Google Scholar
• Konstantareas, M. M. (1984). Sign language as a communication prosthesis with language-impaired children. Journal of Autism and Developmental Disorders, 14, 9–25.
   PubMed Web of Science ®Google Scholar
• Konstantareas, M. M., Oxman, J., & Webster, D. C. (1978). Iconicity: Effects on the acquisition of sign language by autistic and other severely dysfunctional children. In P. Siple (Ed.), Understanding language through sign language research (pp. 213–237). New York: Academic Press.
   Google Scholar
• Loeding, B., Zangari, C., & Lloyd, L. L. (1990). A "working party" approach to planning in-service training in manual signs for an entire public school staff. Augmentative and Alternative Com-munication, 6,38–49.
   Google Scholar
• Matas, J., Mathy-Laikko, P., Beukelman, D., & Legresley, K. (1985). Identifying the nonspeaking population: A demographic study. Augmentative and Alternative Communication, 1, 17–31.
   Google Scholar
• Mirenda, P., & Mathy-Laikko, P. (1989). Augmentative and alter-native communication applications for persons with severe congenital communication disorders: An introduction. Aug-mentative and Alternative Communication, 5,3–13.
   Google Scholar
• Nelson, R., Gibson, F., & Cutting, D. S. (1973). Videotaped modeling: The development of three appropriate social re-sponses in a mildly retarded child. Mental Retardation, 11, 24–27.
   PubMedGoogle Scholar
• Poulton, K. T., & Algozzine, B. (1980). Manual communication and mental retardation: A review of research and implications. American Journal of Mental Deficiency, 85, 145–152.
   PubMedGoogle Scholar
• Retzlaff, W. F. (1973). Project worker: Videotaping work stations in industry. Teaching Exceptional Children, 5,135–137.
   Google Scholar
• Romski, M. A., & Sevcik, R. A. (1988). Augmentative and alter-native communication systems: Considerations for individuals with severe intellectual disabilities. Augmentative and Alterna-tive Communication, 4, 83–93.
   Google Scholar
• Romski, M. A., Sevcik, R. A., & Joyner, S. E. (1984). Nonspeech communication systems: Implications for language interven-tion with mentally retarded children. Topics in Language Dis-orders, 5,66–81.
   Google Scholar
• Sensenig, L. D., Mazieka, E. J., & Topf, B. (1989). Sign language facilitation of reading with students classified as trainable mentally-handicapped. Education and Training of the Mentally Retarded, 24, 121–125.
   Google Scholar
• Sommer, K. S., Whitman T. L., & Keogh, D. A. (1988). Teaching severely retarded persons to sign interactively through the use of a behavioral script. Research in Developmental Disabilities, 9,291–304.
   Google Scholar
• Spragale, D. M., & Micucci, D. (1990). Signs of the week: A functional approach to manual sign training. Augmentative and Alternative Communication, 6,29–37.
   Google Scholar
• SPSS Inc. (1988). SPSS/PC+ advanced statistics v2.0. Chicago, IL: Author.
   Google Scholar
• Tabachnick, B. G., & Fidel, L. S. (1983). Using multivariate statistics. New York: Harper & Row.
   Google Scholar
• Terman, L., & Merrill, M. (1972). Stanford-Binet Intelligence Scale (LM ed. 3rd rev.). Boston, MA: Houghton Mifflin.
   Google Scholar
• Warren, S. F., & Reichle, J. (1992). Causes and effects in com-munication and language intervention. Baltimore: Brookes Publishing Co.
   Google Scholar
• Watkins, L. T., Sprafkin, J. N., & Krolikowski, D. M. (1990). Effects of video based training on spoken and signed language acqui-sition by students with mental retardation. Research in Devel-opmental Disabilities, 11, 272–288.
   Web of Science ®Google Scholar
• Wilbur, R. B. (1979). Use of manual communication with other populations. In American sign language and sign systems (pp. 259–269). Baltimore: University Park Press.
   Google Scholar