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Irina Savolainen – Augmentative and Alternative Communication, 2024
Aided conversations differ from spoken ones in their transitions between turns and symbols because seeking and choosing symbols takes more time than speaking words naturally. This study adopted the concepts and principles of conversation analysis (CA) to analyze the transitions between symbols during the construction of aided turns. The data was…
Descriptors: Interpersonal Communication, Mothers, Sons, Augmentative and Alternative Communication
Byrne, Jenny; Norman, Amanda – Professional Development in Education, 2022
Drawing on experiential learning and transformative learning theory, a transformative model of continuing professional development (CPD) was employed to implement symbolic gesturing in a day nursery. The model of CPD aimed to empower practitioners working with infants to have autonomy over their professional learning. Perspectives of the nursery…
Descriptors: Nursery Rhymes, School Personnel, Professional Development, Nonverbal Communication
Dorney, Kathryn E.; Erickson, Karen – Exceptionality Education International, 2019
This study examined the changes in the communication skills of preschool students with autism spectrum disorder (ASD) that resulted from an intervention that featured three evidence-based, transactional approaches to augmentative and alternative communication (AAC) intervention: (a) attributing communicative meaning to student behaviours; (b)…
Descriptors: Augmentative and Alternative Communication, Assistive Technology, Intervention, Preschool Children
Braddock, Barbara A.; Armbrecht, Eric S. – Communication Disorders Quarterly, 2016
The aim of this study was to examine how early symbolic forms (and their associated communicative functions) are related to change in communication among a sample of 12 young children with autism spectrum disorder (ASD) who produced two or fewer spoken words ("M" age = 28.75 months; 11 male, 1 female). Parents reported on children's…
Descriptors: Autism, Pervasive Developmental Disorders, Young Children, Communication Disorders
Joginder Singh, Susheel; Iacono, Teresa; Gray, Kylie M. – Journal of Early Intervention, 2014
Children with Down syndrome (DS) and cerebral palsy (CP) are at risk of remaining pre-symbolic in their communication and play for prolonged periods. The aim of this study was to explore the early communication and play of children with DS and with CP who communicated at the pre-symbolic stage, and to determine the association between these…
Descriptors: Down Syndrome, Cerebral Palsy, Foreign Countries, Communication Skills
Nyland, Berenice; Ferris, Jill; Dunn, Lesley – Early Years: An International Journal of Research and Development, 2008
This paper explores ideas of language as a cognitive tool and the role of gesture in expressing children's interests and levels of knowledge. The context is a group of three-year-old children who participate in a weekly music session with a trained musician. The authors present drawings from photographs of children's hands and interpret them,…
Descriptors: Symbolic Language, Knowledge Level, Childhood Interests, Musicians
Ping, Raedy M.; Goldin-Meadow, Susan – Developmental Psychology, 2008
Including gesture in instruction facilitates learning. Why? One possibility is that gesture points out objects in the immediate context and thus helps ground the words learners hear in the world they see. Previous work on gesture's role in instruction has used gestures that either point to or trace paths on objects, thus providing support for this…
Descriptors: Symbolic Language, Nonverbal Communication, Pretests Posttests, Models

Ecklund, Sally; Reichle, Joe – Language, Speech, and Hearing Services in Schools, 1987
Use of logographic symbol systems with severely communication-disordered children led to a comparison of the relative ease of learning logographs from the Bliss and Rebus symbol systems with 32 normal preschoolers. Results indicated that Rebus symbols were recalled with significantly greater accuracy than Bliss symbols. (Author/DB)
Descriptors: Communication Disorders, Language Acquisition, Memory, Nonverbal Communication

Acredolo, Linda P.; Goodwyn, Susan W. – Human Development, 1985
Describes the spontaneous development of 13 symbolic gestures in a normal infant from 12 to 17 months. Sixteen additional symbolic gestures were purposefully taught. Vocal development was advanced, indicating that gesturing is not necessarily related to poor vocal skills. Data support the hypothesis that sensorimotor behaviors are natural…
Descriptors: Body Language, Language Acquisition, Nonverbal Communication, Sign Language

Mirenda, Pat; Locke, Peggy A. – Journal of Speech and Hearing Disorders, 1989
The investigation compared the transparency of 11 different types of symbols with 40 nonspeaking mentally retarded subjects (ages 4-20). Analysis indicated a hierarchy of difficulty with actual objects the easiest and Blissymbols and written words the hardest to understand. Results have implications for selecting initial symbol systems for…
Descriptors: Comprehension, Difficulty Level, Mental Retardation, Nonverbal Communication

Downing, June E.; Siegel-Causey, Ellin – Language, Speech, and Hearing Services in Schools, 1988
The article addresses the need to identify the unconventional, nonsymbolic behaviors of children with severe, multiple disabilities. Suggestions for improving the frequency and quality of communicative interactions by building on the child's current behavioral repertoire. (Author/DB)
Descriptors: Communication Disorders, Communication Skills, Interaction Process Analysis, Multiple Disabilities

Bloomberg, Karen; And Others – Journal of Speech and Hearing Research, 1990
The comparative translucency within and across 5 aided augmentative and alternative symbol systems for symbols representing 3 parts of speech (nouns, verbs, and modifiers) was investigated with 50 college undergraduates. Results indicated that translucency varies among systems or sets and among parts of speech. (Author/DB)
Descriptors: Communication Aids (for Disabled), Communication Disorders, Comparative Analysis, Comprehension
Kiernan, C. – Child Psychology and Psychiatry and Allied Disciplines, 1983
A review of studies in which signing or symbol use has been taught to autistic individuals suggests that these techniques can provide a means of communication and language development for the autistic, including mute and retarded children. (RH)
Descriptors: Autism, Children, Comprehension, Foreign Countries

Mizuko, Mark; Reichle, Joe – Journal of Speech and Hearing Disorders, 1989
The investigation examined the transparency and recall of symbols representing three parts of speech (nouns, verbs, and descriptors) from three different graphic symbol systems (Blissymbols, Picture Communication System, and Picsyms) among adults with intellectual handicaps. Results suggested that Blissymbols were the least transparent and hardest…
Descriptors: Adults, Communication Aids (for Disabled), Difficulty Level, Learning Processes
Kiernan, Chris; And Others – Special Education: Forward Trends, 1979
A survey of 429 schools serving children classified as ESN(S)--educationally subnormal (severe)--or otherwise handicapped was conducted to find out which sign and symbol systems were used for nonvocal children. (SBH)
Descriptors: Communication Disorders, Elementary Secondary Education, Exceptional Child Research, Foreign Countries
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