In order to investigate the role of visual perceptual abilities in the acquisition and comprehension of sign language, four tests of perceptual ability were administered to 120 entering hearing-impaired students and 23 new hearing staff members at the National Technical Institute for the Deaf. (Author)

Mothers of four 6- and 7-year-old autistic classmates were taught to use manual signs with verbalizations to aid development of appropriate communicative behavior and to deter undesirable behavior in their children. (Author)

A test of morpheme-based concepts was administered to 67 deaf children (ages 5-11 years) who were exposed to Seeing Essential English (SEE--a visual English sign system). (Author)

Among British deaf adults there are at least two varieties of Sign Language in use. The structure and functions of sign language in the deaf community at Reading are examined to consider whether the British deaf community might be diglossic. The process used is described and references are included. (AMH)

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)

Two different sign languages are in use by deaf persons in Jamaica. The "urban" variation is very similar to varieties of signing used in the United States, while the "rural" or "country" sign language is marked by use of physical portrayals and emphasis on physical characteristics. (CB)

A review of research concerning reading achievement of prelingually deaf students found that studies comparing signing versus non-signing parents without regard for parental hearing status typically found no relationship between parental method and reading skills. Studies examining specific types of manual communication found a relationship…

The article addresses the use of sign language and drama with young children with such disabilities as mental retardation, aphasia, autism, and other language learning disorders. Examples of activities that integrate creative drama techniques with sign language techniques are offered. (DB)

Suggestions are offered to help hearing teachers use effective nonverbal techniques in conjunction with signing when communicating information to hearing impaired students. Topics discussed include use of discourse markers, ways of maintaining eye contact, gaining/maintaining student attention, and effective turn-taking. (JW)

A reanalysis of 1981 data on teachers' hearing status and ethnic backgrounds and a recent survey of 73 public residential schools for deaf students revealed an extremely small number of Black deaf teachers. Implications of this finding and of differences in Black deaf signs are considered. (CL)

A precision teaching software approach to individualized sign language instruction for hearing impaired students has been developed that incorporates self control of learning and immediate feedback on error patterns. A simulated interaction is presented to illustrate the approach. (CL)

Two studies examined cross-modal transfer of sign language performance in 11 and 12 children (ages 6-17) with speech, language, or hearing disorders and mild to moderate retardation. Findings indicated that transfer from receptive to productive signing required explicit training, particularly of complex forms. (CL)

The linguistic abilities, cognitive abilities, and educational achievements of the deaf are reviewed. Results indicated the deaf are not intellectually deficient, and that many can communicate effectively in sign language. (CS)

Preliminary version of a paper presented at the meeting of the Linguistic Society of America, December 1971. (VM)