9
Views
3
CrossRef citations to date
0
Altmetric
Clinical Forum

Stepping beyond the Teaching Manuals into Signing in the ‘Real World’

&
Pages 101-116 | Published online: 01 Oct 2014

References

  • Alpert, C. (1980). Procedures for determining the optional speech mode for the autistic child. In R. Schiefelbusch (Ed.), Non-speech language and communication: Analysis and intervention. Baltimore: University Park Press.
  • Beukelman, D. & Yorkston, K. (1977). A communication system for the severely dysarthric speaker. Journal of Speech and Hearing Disorders, 42, 265–270
  • Blau, Ak. (1983). Vocabulary selection in augmentative communication: “Where do we begin?” In H. Winitz (Ed.), Treating language disorders: For clinicians by clinicians. Baltimore: University Park Press.
  • Bowman, S.N. & Parsons, C. (1984). Communication camps for communicatively impaired children and their families. Australian Journal of Human Communication Disorders, 11, 81–88
  • Bowman, S.N. & Parsons, C.L. (1987). The effect of signing and non-signing on the intelligibility in a young hearing impaired speaker. Australian Journal of Human Communication Disorders, 15, 71–78
  • Brookner, & Murphy, N. (1975). The use of a total communication approach with a non-deaf child: A case study. Language Speech and Hearing Services in the Schools, 6, 131–139
  • Browder, D., Morris, W & Snell, M. (1981). Using time delay to teach manual signs to a severely retarded student. Education and Training of the Mentally Retarded, 16
  • Carr, E. (1982). Sign language. In R. Koegal, A. Rincower & A. Egel (Eds.), Educating and understanding autistic children. San Diego: College-Hill Press.
  • Carr, E. (1979). Teaching autistic children to use sign language: Some research issues. Journal of Autism and Developmental Disorders, 9, 345–359
  • Carr, E. & Kologinsky, E. (1983). Acquisition of sign language by autistic children II: Sponteneity and generalization. Journal of Applied Behaviour Analysis, 16, 297–314
  • Chapman, R. & Miller, J. (1980). Analyzing language and communication in the child. In R. Schiefelbusch (Ed.), Nonspeech language and communication: Analysis and intervention. Baltimore: University Park Press.
  • Clark, C. & Woodcock, R. (1976). Graphic systems of communication. In L. Lloyd (Ed.), Communication assessment and intervention strategies. Baltimore: University Park Press.
  • Coggins, T. & Carpenter, R. (1981). The communicative intention inventory: A system for observing and coding children's early intentional communication. Applied Psycholinguistics, 2, 235–252
  • Creedon, M. (1973). Language development in nonverbal autistic children: Using a simultaneous communication system. Paper presented at the Society for Research in Child Development Meeting, Philadelphia, Pennsylvania.
  • Creedon, M. (1976). The David School: A simultaneous communication model. Paper presented at the National Society for Autistic Children Meeting, Oakbrook, Illinois.
  • Fey, M. (1986). Language intervention with young children. London: Taylor & Francis.
  • Frassinelli, L., Superior, K. & Myers, J. (1983). A consultation model for speech and language intervention. ASHA, Nov., 25–30
  • Fristoe, M. & Lloyd, L. (1978). A survey of the use of nonspeech systems with the severely communication impaired. Mental Retardation, 15, 18–21
  • Fristoe, M. & Lloyd, L. (1980). Planning an initial sign lexicon for persons with severe communication impairment. Journal of Speech and Hearing Disorders, 45, 170–180
  • Goodman, L., Wilson, P. & Bornstein, H. (1978). Results of a national survey of sign language programs in special education. Mental Retardation, 16, 104–106
  • Grinnell, M., Detamore, K. & Lippke, B. (1976). Sign it successful-manual English encourages expressive communication. Teaching Exceptional Children, 8, 123–124
  • Guess, D., Sailor, W. & Baer, D. (1977). A behavioural remedial approach to language training for the severely handicapped. In E. Sontag (Ed.), Educational programming for severely handicapped. Reston: A Special Publication of the Division on Mental Retardation, Council for Exceptional Children.
  • Guess, D., Sailor, W. & Baer, D. (1978). Children with limited language. In R. Schiefelbusch (Ed.), Language intervention strategies. Baltimore: University Park Press.
  • Hedge, M. (1985). Treatment procedures in communication disorders. London: Taylor & Francis.
  • Hodges, P. & Schwethelm, B. (1984) A comparison of the effectiveness of graphic symbol and normal training with profoundly retarded children. Applied Psycholinguistics, 5, 223–253
  • Hoffmeister, R. & Farmer, A. (1972). The development of manual sign language in mentally retarded deaf individuals. Journal of Rehabilitation of the Deaf, 6, 19–26
  • Hughes, D. (1986). Language treatment and generalization: A clinician's handbook. London: Taylor & Francis.
  • Iacono, T. & Dodd, B. (in preparation). A longitudinal study of children with phonlogcial disorders
  • Iacono, T. & Parsons, C.L. (1986a). A comparison of physical shaping and imitation techniques in teaching signs to intellectually disabled individuals. Manuscript accepted for publication.
  • Iacono, T. & Parsons, C. L. (1986b). A comparison for teaching signs using an alternating treatments design. Australian Journal of Human Communication Disorders, 14, 23–34
  • Iacono, T. & Parsons, C.L. (1986c). A survey of the use of sign programmes in Victorian facilities for the intellectually disabled. Australian Communication Quarterly: Issues in Language, Speech and Hearing, 2, 21–25
  • Jeanes, R. & Reynolds, B. (1982). Dictionary of Australasian signs for communication with the deaf. Melbourne: Victorian School for Deaf Children.
  • Jones, P. & Cregan, A. (1986). Sign and symbol communication for mentally handicapped people. London: Croom Helm.
  • Karlan, G., Leutz, A., Brenn-White, B., Hedner, P., Ligger, D. & Frankof, D. (1982). Establishing generalized, productive noun-verb phrase usage in a manual language system with moderately handicapped children. Journal of Speech and Hearing Disorders, 47, 31–42
  • Karlan, G. & Lloyd, L. (1984). Alternative and augmentative communication issues. In R. Schiefelbusch & L. Lloyd (Eds.), Language perspectives II. Baltimore: University Park Press.
  • Kiernan, C., Reid, B. & Jones, L. (1982). Signs and symbols: Use of non-vocal communication systems. London: Heinemann Educational Books.
  • Konstantareas, M., Webster, C. & Oxman, J. (1979). Manual language acquisition and its influence on other areas of functioning in four autistic and autistic-like children. Journal of Child Psychology and Psychiatry, 20, 337–350
  • Konstantareas, M. (1985). Review of evidence on the relevance of sign language in the early communication training of autistic children. Australian Journal of Human Communication Disorders, 13, 77–97
  • Kotkin, R., Simpson, S. & DeSanto, D. (1978). The effect of sign language on picture naming in two retarded girls in possession of normal hearing. Journal of Mental Deficiency Research, 22, 19–25
  • McAllister, L. (1985). Time management and clinic management: Developing efficiency and flexibility in delivering communication services. Australian Journal of Human Communication Disorders, 13, 139–152
  • Millet, J. (1981). Assessing language production in children. Baltimore: University Park Press.
  • Musselwhite, C. & St. Louis, K. (1982). Communication programming for the severely handicapped: Vocal and non-vocal strategies. Houston: College-Hill Press.
  • Parsons, C.L. & Iacono, T. (in press). Phonological skills of down syndrome children. Australian Journal of Human Communication Disorders
  • Parsons, C.L., Smith, I. & Bowman, S.N. (1988). Communication camps: An alternative form of service delivery. In M. Pieterse, S. Bochner & S. Bettison (Eds.), Early intervention for developmentally disabled children in Australia. Sydney: AGSOMD.
  • Parsons, C.L., Windsor, J. & Bowman, S.N. (1984). A pragmatic approach to the analysis of grammar. Australian Review of Applied Linguistics, 7(2), 34–47
  • Reichle, J. & Karlan, G. (1985). The selection of an augmentative system in communication intervention: A critique of the decision rules. Journal of the Association for Persons with Severe Handicaps, 10, 146–156
  • Reichle, J. & Yoder, D. (1985). Communication board use in severely handicapped learners. Language, Speech and Hearing Services in Schools, 16, 146–157
  • Remington, B. & Light, P. (1984). Some problems in the evaluation of research on non-oral communication systems. In J. Hogg & P. Mittler (Eds.), Advances in mental handicap research. (Vol. 2). London: John Wiley & Sons.
  • Rittenhouse, R. & Myers, J. (1984). Teaching sign language: The first vocabulary. New York: C. C. Publications Inc.
  • Romski, M. & Ruder, K. (1984). Effects of speech and speech and sign instruction on oral language learning and generalization of object and action combinations by Down's Syndrome children. Journal of Speech and Hearing Disorders, 49, 293–302
  • Schaeffer, B. (1978). Teaching spontaneous language to non-verbal children: Theory and method. Sign Language Studies, 21, 317–352
  • Schaeffer, B., Musil, A. & Kollinzas, G. (1982). Total communication: A signed speech program for nonverbal children. Illinois: Research Press.
  • Schepis, M., Reid, D., Fitzgerald, J., Faw, G., van den Pol, R. & Weltz, P. (1982). A program for increasing manual signing by autistic and profoundly retarded youth within the daily environment. Journal of Applied Behaviour Analysis, 15, 363–370
  • Shane, H. & Bashir, A. (1980). Elective criteria for the adoption of an augmentative communication system: Preliminary considerations. Journal of Speech and Hearing Disorders, 45, 408–414
  • Skelly, M. (1979). Amer-Ind gestural code based on universal American hand talk. New York: Elsevier Press.
  • Walker, M. (1977). Teaching sign language to deaf mentally handicapped adults (a practical account and an experimental evaluation). In B.I.M.H. Kidderminster: U.K.
  • Walker, M. (1976). Language programmes for use with the revised Makaton vocabulary. Surrey: Botleys Park Hospital.
  • Walker, M. & Armfield, A. (1981). What is the Makaton vocabulary? Special Education: Forward Trends, 8
  • Welch, S. & Pear, J. (1980). Generalization of naming responses to objects in the natural environment as a function of training stimulus modality with retarded children. Journal of Applied Behaviour Analysis, 13, 629–643
  • Wetherby, A. & Prutting, C. (1984). Profiles of communicative and cognitive-social abilities in autistic children. Journal of Speech and Hearing Research, 37, 364–377

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.