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Coaching Parents of Young Children with Complex Communication Needs to Implement Aided Language Stimulation Using Pragmatic Organisation Dynamic Display Communication Books
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Harriet Korner; Mark Carter; Jennifer Stephenson – International Journal of Disability, Development and Education, 2024
The aim of this pilot study was to explore the feasibility and language outcomes of coaching parents to implement an aided language stimulation intervention using Pragmatic Organisation Dynamic Display (PODD) communication books. Two parent--child dyads, with children aged 4 years 6 months and 4 years 8 months participated in a home-based…
Descriptors: Parent Education, Parents, Young Children, Communication Disorders
The Lowe and Costello Symbolic Play Test in Socially Impaired Children.
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Gould, Judith – Journal of Autism and Developmental Disorders, 1986
The Symbolic Play Test was given to 31 socially impaired and 29 sociable elementary grade children retarded in language comprehension, of similar intelligence (profoundly retarded to normal). Play test age and spontaneous pretend play were similar in sociable Ss but, in the socially impaired, spontaneous pretend play was lower than play test age…
Descriptors: Communication Disorders, Multiple Disabilities, Play, Social Development
The Impact of Congenital Deafblindness on the Struggle to Symbolism
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Bruce, Susan M. – International Journal of Disability, Development and Education, 2005
Most children who are congenitally deafblind are severely delayed in their communication development and many will not achieve symbolic understanding and expression. This article discusses developmental markers cited in the research literature as predictive of or facilitative of the development of symbolism. These markers include the growth toward…
Descriptors: Symbolic Learning, Cues, Object Permanence, Communication Disorders
The Role of Iconicity in Sign Language Learning by Hearing Adults.
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Lieberth, Ann K.; Gamble, Mary Ellen Bellile – Journal of Communication Disorders, 1991
This study evaluated the recognition and retention of transparent and nontransparent manual signs by 50 sign-naive hearing college freshmen. There was a significant decrease in the number of nontransparent signs retained as the period of time after training increased. Implications for sign language training with nonverbal hearing persons are…
Descriptors: College Freshmen, Communication Disorders, Higher Education, Maintenance
Effects of Symbol, Referent, and Instructional Variables on the Acquisition of Aided and Unaided Symbols by Individuals with Autism Spectrum Disorders.
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Koul, Rajinder K.; Schlosser, Ralf W.; Sancibrian, Sherry – Focus on Autism and Other Developmental Disabilities, 2001
This article reviews research on the role of symbolic, referent, and instructional variables on the acquisition of augmentative and alternative communication (AAC) symbols by individuals with autism and severe speech and language impairments. Two vignettes illustrate findings of the review. (Contains references.) (Author/DB)
Descriptors: Adults, Augmentative and Alternative Communication, Autism, Children
The Effects of Computerized Symbol Processor Instruction on the Communication Skills of Nonspeaking Students.
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Osguthorpe, Russell T.; Li Chang, Linda – Augmentative and Alternative Communication (AAC), 1988
A computerized symbol processor system using an Apple IIe computer and a Power Pad graphics tablet was tested with 22 nonspeaking, multiply disabled students. The students were taught to express themselves independently in writing, and they did significantly better than control students on measures of language comprehension and symbol recognition.…
Descriptors: Communication Aids (for Disabled), Communication Disorders, Communication Skills, Computer Graphics