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Unaided Nonspeech Communication for Severely Handicapped Individuals: An Extensive Bibliography.
Lloyd, Lyle L. – Education and Training of the Mentally Retarded, 1980
An approximatey 225-item bibliography listing publications concerned with the use of unaided nonspeech systems for individuals with severe communication impairments is provided. References specifically designed for use with retarded, autistic, aphasic, and/or multiply handicapped people; and references relating to instruction are specified. (PHR)
Descriptors: Bibliographies, Communication Disorders, Instructional Materials, Manual Communication
Non-Speech Communication: Studies of Factors Affecting the Facilitative Effects of Signing When Used as an Aid to Communication Development in Persons Having Severe Communication Impairments but Essentially Normal Hearing. Final Report.
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Lloyd, Lyle L.; And Others – 1982
The report describes activities and accomplishments of a project examining facilitative effects of manual signs on oral language comprehension of communication disordered but normal hearing students. The initial section details background and pre-grant studies leading up to the project effort. Studies touched upon such aspects as presentation…
Descriptors: Communication Disorders, Elementary Secondary Education, Language Acquisition, Manual Communication
Toward an Augmentative and Alternative Communication Symbol Taxonomy: A Proposed Superordinate Classification.
Peer reviewed Peer reviewed
Lloyd, Lyle L.; Fuller, Donald R. – Augmentative and Alternative Communication, 1986
The article reviews augmentative and alternative communication symbol classifications reported in the literature over the past decade. The "aided/unaided" dichotomy (based on user production of the symbol) is proposed as the superordinate level of classification, rather than the "static/dynamic" (based on transmission of…
Descriptors: Braille, Classification, Communication Disorders, Hearing Impairments
A Study of Physical and Semantic Characteristics of a Graphic Symbol System as Predictors of Perceived Complexity.
Peer reviewed Peer reviewed
Fuller, Donald R.; Lloyd, Lyle L. – Augmentative and Alternative Communication, 1987
Thirty-one cognitively normal college students unfamiliar with Blissymbolics were able to make reliable ratings of the perceived complexity of 91 Blissymbols. Based on these ratings, a correlational analysis indicated that the semantic variable "semantic elements" and the physical variable "number of strokes" were the best…
Descriptors: Communication Aids (for Disabled), Communication Disorders, Difficulty Level, Orthographic Symbols
ISAAC Governance and Committee Activities: Core (or Basic) References on Augmentative and Alternative Communication.
Peer reviewed Peer reviewed
Windsor, Jennifer; Lloyd, Lyle L. – Augmentative and Alternative Communication, 1987
A core reference list presents 199 citations of journal articles, books, papers, and other publications dealing with various aspects of augmentative and alternative communication, covering various disabled and nondisabled populations, child to adult age ranges, and topics such as assessment, longitudinal development/acquisition,…
Descriptors: Communication (Thought Transfer), Communication Disorders, Communication Problems, Disabilities
Early Cognitive Skills as Prerequisites to Augmentative and Alternative Communication Use: What Are We Waiting For?
Peer reviewed Peer reviewed
Kangas, Kathleen A.; Lloyd, Lyle L. – Augmentative and Alternative Communication, 1988
The literature regarding cognitive prerequisites to communication development for nondisabled and disabled children is reviewed. Issues related to providing communication teaching programs for severely disabled children are discussed, and specific intervention strategies related to introduction of augmentative and alternative communication systems…
Descriptors: Cognitive Processes, Communication Aids (for Disabled), Communication Disorders, Educational Needs
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