Summarizes the available data on the spontaneous signing of nonverbal mentally handicapped children and discusses possible reasons for the spontaneity. Instructional techniques for promoting spontaneity are outlined, and implications of sign spontaneity for research are considered. (Author/EJS)

Compares the effectiveness of a visual only approach (mouthing and signing) with a simultaneous visual and auditory approach (signing and speaking) in teaching autistic-like children to communicate. Results suggest the simultaneous approach may be superior. In addition, receptive abilities precede expressive. Implications of therapeutic…

A discussion of techniques developed to foster spontaneous verbal language in autistic children. Signed speech refers to the simultaneous production of signs and speech. After several months of this, the signs are faded out and the verbal language remaining is employed in a creative fashion. (AMH)

Considers the signed speech of nonverbal children and the unsigned speech that evolves. Discusses possible explanations for signed speech as a development of linguistic functions. Makes suggestions for research on the relationship between language acquisition by nonverbal children and by normal infants. (PMJ)

Motivational factors and unique characteristics of sign language systems are suggested as contributing to the ability of severely dysfunctional nonverbal children to make progress within a manual communication medium. (Author/EJS)