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A Socio-Cognitive Approach to How Children with Deafblindness Understand Symbols
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Hartmann, Elizabeth S. – International Journal of Disability, Development and Education, 2012
Children with congenital deafblindness are a population of learners who may need intervention in order to develop symbolic understanding. They experience a combination of vision and hearing impairments that can affect how they make sense of the world, develop relationships, and understand symbols. In this article, the author reviewed a…
Descriptors: Deaf Blind, Visual Impairments, Hearing Impairments, Thinking Skills
The Effect of Aided Language Modeling on Symbol Comprehension and Production in 2 Preschoolers with Autism
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Drager, Kathryn D. R.; Postal, Valerie J.; Carrolus, Leanne; Castellano, Megan; Gagliano, Christine; Glynn, Jennifer – American Journal of Speech-Language Pathology, 2006
Purpose: The purpose of the present study was to examine the effectiveness of an instructional procedure called "aided language modeling" (ALM) on symbol comprehension and expression in 2 preschool children with autism who used few words functionally. ALM consists of engaging the child in interactive play activities and providing models of use of…
Descriptors: Play, Intervention, Augmentative and Alternative Communication, Autism
Effects of Symbolic Play Intervention with Children Who Have Mental Retardation.
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Kim, Young Tae; And Others – Mental Retardation, 1989
An experimental, intervention group of 4 children with moderate mental retardation received 10 therapy sessions focused on symbolic play development. Compared to a nonintervention group, the experimental children, aged 5-10, demonstrated increased amounts of symbolic play as well as higher levels of symbolism in their play behavior. (Author/JDD)
Descriptors: Elementary Education, Intervention, Moderate Mental Retardation, Play Therapy
An Approach for Enhancing the Symbolic, Communicative, and Interpersonal Functioning of Young Children with Autism or Severe Emotional Handicaps.
Rogers, Sally J.; And Others – Journal of the Division for Early Childhood, 1986
An intervention approach emphasizing development of symbolic thought, communication, and interpersonal relationships was implemented with 26 children (ages 2-6) with pervasive developmental disorder, or severe emotional handicaps. Ss demonstrated significant changes in several targeted developmental areas, including cognition, perceptual/fine…
Descriptors: Autism, Communication Skills, Developmental Disabilities, Emotional Disturbances