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Effects of Initial Element Teaching in a Story-Telling Context on Blissymbol Acquisition and Generalization.
Peer reviewed Peer reviewed
Schlosser, Ralf W.; Lloyd, Lyle L. – Journal of Speech and Hearing Research, 1993
This study, involving 40 preschool children with normal cognitive abilities, determined the effects of initial teaching of semantic elements on compound Blissymbol acquisition, retention, and generalization in a story-telling context. Results indicated that the initial teaching of elements did not contribute to compound acquisition and retention…
Descriptors: Communication Disorders, Generalization, Ideography, Instructional Effectiveness
Developing Primitive Signalling Behavior of Students with Profound Mental Retardation.
Peer reviewed Peer reviewed
Sternberg, Les; And Others – Mental Retardation, 1987
Three profoundly retarded students (ages 6, 8, and 12) were taught prelanguage signalling behaviors (grasping the experimenter's finger and tapping the back of one hand with the other) to initiate co-active imitation behaviors with an adult. (JW)
Descriptors: Behavior Modification, Communication (Thought Transfer), Elementary Education, Expressive Language