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Peer reviewedMorris, Suzanne Evans – Language, Speech, and Hearing Services in Schools, 1981
Specific program suggestions are provided to enable the speech-language pathologist to utilize the mealtime setting to integrate both vocal and nonvocal communicative objectives. The roots of interaction and communication which underly both vocal and nonvocal systems are described. (Author)
Descriptors: Communication Disorders, Communication Skills, Interaction, Multiple Disabilities
Peer reviewedNorris, Janet A.; Hoffman, Paul R. – Language, Speech, and Hearing Services in Schools, 1990
The study found that five multiply handicapped two-year-olds engaged in a greater frequency of communicative behaviors, a higher number of limb movements, and a higher developmental level of communicative behaviors when the interaction was child-initiated compared to when it was adult-initiated. (Author/JDD)
Descriptors: Communication Skills, Evaluation Methods, Interaction, Interpersonal Communication
Benedict, Mary I.; And Others – Child Abuse and Neglect: The International Journal, 1990
The existence of maltreatment reports for 500 children with multiple disabilities was examined. The profiles of demographic and family characteristics associated with child maltreatment reporting were consistent with the literature, but child functional and developmental characteristics were not confirmed as risk factors. (Author/JDD)
Descriptors: At Risk Persons, Child Abuse, Demography, Family Characteristics
Realon, Rodney E.; And Others – Education and Training in Mental Retardation, 1990
The study evaluated the effects of enabling two profoundly, multiply handicapped adults to select leisure items with which they wanted to interact. Results showed that when individuals were able to make choices, their rates of interacting with leisure materials increased, compared to interaction with instructor-selected items. (Author/JDD)
Descriptors: Decision Making, Interaction, Leisure Time, Multiple Disabilities
Peer reviewedMorse, Mary – RE:view, 1991
This article reviews normal visual development and the role of visual gaze behaviors in attention and social interaction, discusses how the information applies to many multiply handicapped visually impaired children, and describes ways of incorporating this information into assessment and programing. (DB)
Descriptors: Attention, Child Development, Evaluation Methods, Eye Contact
Brusca, Rita M.; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1989
The relationship between stereotypy and the instructional environment of 3 children, ages 9-13, with severe mental retardation and dual sensory impairments was examined. Reductions in stereotypy were associated with staff-resident interaction and the presence of certified teaching staff; the children responded differently to various types of…
Descriptors: Behavior Change, Class Activities, Classroom Environment, Hearing Impairments
Download full textSiegel-Causey, Ellin, Ed.; Guess, Doug, Ed. – 1988
The purpose of this manual, the culmination of a graduate project begun at the University of Kansas, is to assist individuals with severe, multiple disabilities and their service providers in learning to utilize nonsymbolic behaviors in an expanded, facilitative manner that leads to more consistent and predictable communication functioning. The…
Descriptors: Body Language, Communication Skills, Eye Contact, Facial Expressions
Palmer, Lillian, Ed.; And Others – 1987
This symposium focused on the special needs of visually handicapped infants and young children. Texts of 48 papers are presented, including keynote addresses by W. Aubrey Webson ("The First Steps") and Heather Hewitt ("First Steps--Parenting, Prevention and Programming"). Regional reports are provided for Japan, Bangladesh, the…
Descriptors: Area Studies, Child Rearing, Clinical Diagnosis, Cognitive Development
