771
Views
30
CrossRef citations to date
0
Altmetric
Research Article

Pictures as communication symbols for students with severe intellectual disability

&
Pages 244-256 | Published online: 12 Jul 2009

References

  • Alwell, M., Hunt, P., Goetz, L., & Sailor, W. (1989). Teaching gen-eralised communicative behaviors within interrupted behavior chain contexts. The Journal of the Association for Persons with Severe Handicaps, 14, 91–100.
  • Barrett, M., Harris, M., & Chasin, J. (1991). Early lexical develop-ment and maternal speech: A comparison of children's initial and subsequent uses of words. Journal of Child Language, 18, 21–40.
  • Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The emergence of symbols: Cognition and communica-tion in infancy. New York: Academic Press.
  • Beukelman, D. R., & Mirenda, P. (1992). Augmentative and alter-native communication: Management of severe communication disorders in children and adults. Baltimore: Paul H. Brookes.
  • Bloomer, C. M. (1990). Principles of visual perception. New York: Design Press.
  • Bower, T. (1977). The perceptual world of infants. Glasgow: Fontana.
  • Bowler, D. M. (1991). Need for theory in studies of augmentative and alternative communication. Augmentative and Alternative Communication, 7, 127–132.
  • Brady, N. C., & Saunders, K. J. (1991). Considerations in the effec-tive teaching of object-to-symbol matching. Augmentative and Alternative Communication, 7, 112–116.
  • Calculator, S. N., &Jorgenson, C. M.(1991). Integrating AAC instruc-tion into regular education settings: Expounding on best prac-tices. Augmentative and Alternative Communication, 7,204–214.
  • Daehler, M. W., Lonardo, R., & Bukatko, D. (1979). Matching and equivalence judgements in very young children. Child Develop-ment, 50, 170–179.
  • Daehler, M. W., Perlmutter, M., & Meyers, N. A. (1976). Equiva-lence of pictures and objects for very young children. Child Development, 47,96–102.
  • DeLoache, J. (1989). The development of representation in young children. In H. Reese (Ed.), Advances in child development and behavior, Vol. 22 (pp. 2–39). New York: Academic Press.
  • DeLoache, J. (1990). Young children's understanding of models. In R. Fivush &J. Hudson (Eds.), Knowing and remembering in young children (pp. 94–126). Cambridge: Cambridge University Press.
  • DeLoache, J. (1991). Symbolic functioning in very young children: Understanding of pictures and models. Child Development, 62, 736–752.
  • DeLoache, J., & Burns, N. M. (1993). Symbolic development in young children: Understanding models and pictures. In C. Pratt & A. F. Garton (Eds.), Systems of representation in children: Devel-opment and use (pp. 91–112). New York: John Wiley & Sons.
  • DeLoache, J., Kolstad, V., & Anderson, K. N. (1991). Physical sim-ilarity and young children's understanding of scale models. Child Development, 62, 111–126.
  • Deregowski, J. B. (1980a). Illusions, patterns and pictures. Lon-don: Academic Press.
  • Deregowski, J. B. (1980b). Perception. In H. C. Triandes & W. Lonner (Eds.), Handbook of cross-cultural psychology (Vol. 3): Basic processes (pp. 21–115). Boston: Allyn & Bacon.
  • Deregowski, J. B. (1984). Distortion in art. London: Routledge & Kegan Paul.
  • Devany, J. M., Hayes, S., & Nelson, R. 0. (1986). Equivalence class formation in language-able and language-disabled children. Jour-nal of the Experimental Analysis of Behavior, 46, 243–253.
  • Dixon, L. S. (1981). A functional analysis of photo-object match-ing skills of severely retarded adolescents. Journal of Applied Behavior Analysis, 14, 465–478.
  • Dromi, E. (1987). Early lexical development. Cambridge: Cam-bridge University Press.
  • Forge, A. (1970). Learning to see in New Guinea. In P. Mayer (Ed.), Socialization: The approach from social anthropology (pp. 269–291). London: Tavistock.
  • Goetz, L., Gee, K., & Sailor, W. (1985). Using a behavior chain interruption strategy to teach communication skills to students with severe disabilities. The Journal of the Association for Per-sons with Severe Handicaps, 10, 21–30.
  • Golinkoff, R. M., Mervis C. B., & Hirsh-Pasek, K. (1993). Early object labels: The case for a developmental lexical principles framework. Journal of Child Language, 20, 125–155.
  • Gow, L., & Ward, J. (1984). The use of photographs as stimulus materials in programming for generalization with mentally retarded persons. Australian and New Zealand Journal of Developmental Disabilities, 10, 69–79.
  • Green, G., Mackay, H. A., McIlvane, W. J., Saunders, R. R., & Soraci, S. A. (1990). Perspectives on relational learning in men-tal retardation. American Journal on Mental Retardation, 95, 249–259.
  • Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold.
  • Harris, M., Barrett, M., Jones, D., & Brookes, S. (1988). Linguistic input and early word meaning. Journal of Child Language, 15, 77–94.
  • Hayes, S. C., & Hayes, L. J. (1989). The verbal action of the lis-tener as a basis for rule-governance. In S. C. Hayes (Ed.), Rule-governed behavior: Cognition, contingencies and instructional control (pp. 153–190). New York: Plenum Press.
  • Hayes, S. C., & Hayes, L. J. (1992). Verbal relations and the evolu-tion of behavior analysis. American Psychologist, 47, 1383–1395.
  • Hochberg, J., & Brooks, V. (1962). Pictorial recognition as an unlearned ability: A study of one child's performance. American Journal of Psychology, 74,624–628.
  • Hunt, P., Goetz, L., Alwell, M., & Sailor, W. (1986). Using an inter-rupted behavior chain strategy to teach generalized communi-cation responses. The Journal of the Association for Persons with Severe Handicaps, 11, 196–204.
  • Hurlbut, B. I., lwata, B. A., & Green, J. D. (1982). Nonvocal lan-guage acquisition in adolescents with severe physical disabili-ties: Blissymbol versus iconic stimulus formats. Journal of Applied Behavior Analysis, 15, 241–258.
  • Huttenlocher, J. (1974). The origins of language comprehension. In R. Solso, (Ed.), Theories in cognitive psychology: The Loy-ola symposium (pp. 331–368). New York: Lawrence Erlbaum.
  • Jones, R. K., & Hagen, M. A. (1980). A perspective on cross-cul-tural picture perception. In M. A. Hagen (Ed.), The perception of pictures, Vol. 1. (pp. 193–226).
  • Jopson, D. (1994, May 28). Rock of ages. Sydney Morning Herald, p. 5A.
  • Keogh, W. J., & Reichle, J. (1985). Communication intervention for the "difficult-to-teach" severely handicapped. In S. F. Warren & A. Rogers-Warren (Eds.), Teaching functional language (pp. 157–194). Austin, TX: Pro-Ed.
  • Kose, G., Beilin, H., & O'Connor, J. M. (1983). Children's com-prehension of actions depicted in photographs. Developmental Psychology, 19, 636–643.
  • Kozleski, E. B. (1991). Expectant delay procedure for teaching requests. Augmentative and Alternative Communication, 7, 11–19.
  • Lancioni, G. E. (1983). Using pictorial representations as commu-nication means with low-functioning children. Journal of Autism and Developmental Disorders, 13, 87–103.
  • Light, P., Remington, B., Clarke, S., & Watson, J. (1989). Signs of language. In M. Beveridge, G. Conti-Ramsden, & I. Levdar (Eds.), Language and communication in mentally handicapped people (pp. 57–79). New York: Chapman & Hall.
  • Lignugaris/Kraft, B., McCuller, G. L., Exum, M., & Salzberg, C. L. (1988). A review of research on picture reading skills of devel-opmentally disabled individuals. Journal of Special Education, 22, 297–329.
  • Lloyd, L. L., & Blischak, D. M. (1992). AAC terminology policy and issues update. Augmentative and Alternative Communication, 8, 104–109.
  • Lloyd, L. L., & Karlan, G. R. (1984). Non-speech communication symbols and systems: Where have we been and where are we going? Journal of Mental Deficiency Research, 28, 3–20.
  • MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teach-ing children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97.
  • Macintosh, N. W. G. (1977). Beswick Creek cave two decades later: A reappraisal. In P. J. Ucko (Ed.), Form in indigenous art: Schematisation in the art of aboriginal Australia and prehistoric Europe (pp. 191–197). NJ: Humanities Press.
  • Mackay, H. A. (1991). Stimulus equivalence: Implications for the development of adaptive behavior. In B. Remington (Ed.), The challenge of severe mental handicap (pp. 235–259). New York: John Wiley & Sons.
  • Mandler, J. M. (1983). Representation. In P. H. Mussen (Ed.), Handbook of child psychology, Vol. 3 (4th ed., pp. 420–477). New York: John Wiley & Sons.
  • McIlvane, W. J. (1992). Stimulus control analysis and non-verbal instructional methods for people with intellectual disabilities. In N. W. Bray (Ed.), International review of research in mental retardation, Vol. 18 (pp. 55–109). New York: Academic Press.
  • McIlvane, W. J., Dube, W. V., Green, G., & Serna, R. W. (1993). Programming conceptual and communication skill development. In A. P. Kaiser & D. B. Gray (Eds.), Enhancing children's com-munication: Research foundations for intervention (pp. 243–285). Baltimore: Paul H. Brookes.
  • Mervis, C. B., & Bertrand, J. (1993) Acquisition of early object labels: The roles of operating principles and input. In A. P. Kaiser & D. B. Grey (Eds.), Enhancing children's communica-tion: Research foundations for intervention (pp. 287–316). Bal-timore: Paul H. Brookes.
  • Mirenda, P., & Dattilo, J. (1987). Instructional techniques in alter-native communication for students with severe intellectual hand-icaps. Augmentative and Alternative Communication, 5, 143–152.
  • Mirenda, P., & Locke, P. A. (1989). A comparison of symbol trans-parency in nonspeaking persons with intellectual disabilities. Journal of Speech and Hearing Disorders, 54,131–140.
  • Murphy, C. M., & Wood, D. J. (1981). Learning from pictures: The use of pictorial information by young children. Journal of Exper-imental Child Psychology, 32, 279–297.
  • Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labelling. Journal of Child Language, 5, 1–15.
  • Olson, D., & Campbell, R. (1993). Constructing representations. In C. Pratt & A. F. Garton (Eds.), Systems of representation in chil-dren (pp. 11–26). Chichester, England: John Wiley & Sons.
  • Premack, D. (1989). Some thoughts about transfer. In M. L. Rice & R. L. Schiefelbusch (Eds.), The teachability of language (pp. 239–262). Baltimore: Paul H. Brookes.
  • Reichle, J., Barrett, C., Tetlie, R. R., & McQuarter, R. J. (1987). The effect of prior intervention to establish generalized request-ing on the acquisition of object labels. Augmentative and Alter-native Communication, 3,3–11.
  • Reichle, J., & Brown, L. (1986). Teaching the use of a multipage direct selection communication board to an adult with autism. The Journal of the Association for Persons with Severe Handi-caps, 11, 68–73.
  • Reichle, J., & Keogh, W. J. (1985). Communication intervention. In S. F. Warren & A. K. Rogers-Warren (Eds.), Teaching func-tional language (pp. 27–59). Austin, TX: Pro-Ed.
  • Reichle, J., & Yoder, D. E. (1985). Communication board use in severely handicapped learners. Language, Speech and Hearing Services in Schools, 16, 146–157.
  • Remington, B. (1994). Augmentative and alternative communica-tion and behavior analysis: A productive partnership? Augmen-tative and Alternative Communication, 10, 3–13.
  • Romski, M. A., & Sevcik, R. A. (1988). Augmentative and alterna-tive communication systems. Considerations for individuals with severe intellectual disabilities. Augmentative and Alternative Communication, 4, 83–92.
  • Romski, M. A., & Sevcik, R. A. (1992). Augmented language devel-opment in children with severe mental retardation. In S. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 113–130). Baltimore: Paul H. Brookes.
  • Romski, M. A., & Sevcik, R. A. (1993). Language learning through augmented means. In A. P. Kaiser & D. B. Grey (Eds.), Enhanc-ing children's communication: Research foundations for inter-vention (pp. 85–104). Baltimore: Paul H. Brookes.
  • Romski, M. A., Sevcik, R. A., & Joyner, S. E. (1984). Nonspeech communication systems: Implications for language intervention with mentally retarded children. Topics in Language Disorders, 5,66–81.
  • Romski, M. A., Sevcik R. A., & Pate, J. L. (1988). Establishment of symbolic communication in persons with severe retardation. Journal of Speech and Hearing Disorders, 53,94–107.
  • Romski, M. A., White, R. A., Millen, C. E., & Rumbaugh, D. M. (1984). Effects of computer-keyboard teaching on the symbolic communication of severely retarded persons: Five case studies. The Psychological Record, 34,39–54.
  • Sevcik, R. A., & Romski, M. A. (1986). Representational matching skills of persons with severe retardation. Augmentative and Alternative Communication, 2, 160–164.
  • Sevcik, R. A., Romski, M. A., & Wilkinson, K. M. (1991). Roles of graphic symbols in language acquisition process for persons with severe cognitive disabilities. Augmentative and Alternative Communication, 7, 161–170.
  • Sigafoos, J., Doss, S., & Reichle, J. (1989). Developing mand and tact repertoires in persons with severe developmental disabili-ties using graphic symbols. Research in Developmental Dis-abilities, 10, 183–200.
  • Sigafoos, J., Reichle, J., Doss, S., Hall, K., & Pettitt, L. (1990). "Spontaneous" transfer of stimulus control from tact to mand contingencies. Research in Developmental Disabilities, 11, 165–176.
  • Sigel, I. E. (1978). The development of pictorial comprehension. In B. S. Rhandhawa & W. E. Coffman (Eds.), Visual learning, think-ing and communication (pp. 95–106). New York: Academic Press.
  • Sigel, I. E., & Cocking, R. R. (1977). Cognitive development from childhood to adolescence: A constructivist perspective. New York: Holt, Rinehart, and Winston.
  • Soto, G., & Olmstead, W. (1993). A semiotic perspective for AAC. Augmentative and Alternative Communication, 9,134–141.
  • Steinberg, B. M. (1974). Information processing in the third year: Coding, memory and transfer. Child Development, 45,503–507.
  • Stephenson, J., & Linfoot, K. (1995). Choice-making as a natural context for teaching early communication board use to a ten year old boy with no spoken languge and severe intellectual dis-ability. Australian and New Zealand Journal of Developmental Disabilities, 20, 263–286.
  • Thorley, B., Ward, J., Binepal, T., & Dolan, K. (1991). Communi-cating with printed words to augment signing. A case study of a severely disabled deaf-blind child. Augmentative and Alternative Communication, 7,80–87.
  • Ucko, P. J. (1977). Form in indigenous art: Schematisation in the art of aboriginal Australia and prehistoric Europe. Canberra: Australian Institute of Aboriginal Studies.
  • Volterra, V., & Erting, C. J. (1990). From gesture to language in hearing and deaf children. Berlin: Springer-Verlag.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.