A specific methodology for teaching a chosen visual symbol system and facilitating its usage in nonspeech communication by nonverbal handicapped persons, Visual Symbol Communication Instruction, was implemented with five nonverbal, mentally retarded individuals (3 to 17 years old). (Author/SBH)

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)

The paper describes the development of a computerized symbol processing system which allows nonspeaking severely handicapped persons to create communication electronically. Two pilot studies investigated the use of Rebus and Bliss Symbols with either an Apple Graphics Tablet or the Power Pad, a peripheral which allowed users to activate the…

The paper outlines an educational scheme whereby teachers of severely mentally retarded and multiply-handicapped children (including deaf/blind children) can assess the prelanguage levels of children on a hierarchical language schedule, which culminates in the acquisition of natural gesture. (Author)

Symbol shelves are tools for developing two-way communication with multihandicapped children who can anticipate events, but who do not respond to speech or sign language. The purpose of symbol shelves is to allow children to be expressive through symbols, to enable them to feel some sense of control, and to serve as a bridge to a more formal…

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)