1984
DOI: 10.1055/s-0028-1085175
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Developing Prelanguage Communication in the Severely Handicapped: An Interpretation of the Van Dijk Method

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Cited by 48 publications
(18 citation statements)
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“…The activities taped were movement activities, structured and unstructured interactive play, and feeding. Movement activities were interactions following a move-pause-move pattern in which the student's actions within the pause could be interpreted by the teacher as a signal to reinitiate the movement Stillman & Battle, 1984). Structured and unstructured interactive play typically involved gross or fine motor use of objects with the teacher in either routinized or unrestricted ways.…”
Section: Methodsmentioning
confidence: 99%
See 1 more Smart Citation
“…The activities taped were movement activities, structured and unstructured interactive play, and feeding. Movement activities were interactions following a move-pause-move pattern in which the student's actions within the pause could be interpreted by the teacher as a signal to reinitiate the movement Stillman & Battle, 1984). Structured and unstructured interactive play typically involved gross or fine motor use of objects with the teacher in either routinized or unrestricted ways.…”
Section: Methodsmentioning
confidence: 99%
“…Over the years, there has been ample discussion and documentation of communication intervention approaches rooted in behavioral (Chadsey-Rusch, Drasgow, Reinoehl, Halle, & Collet-Klingenberg, 1993;Halle, 1987;Hunt & Goetz, 1988) and developmental theory (Rowland & Stremel-Campbell, 1987;SiegelCausey & Guess, 1989;Siegel-Causey & Wetherby, 1993;Snyder-McLean, Solomonson, McLean, & Sack, 1984;Stillman & Battle, 1984;Van Dijk, 1986), as well as numerous applications of assistive and augmentative technology (Kaiser, Ostrosky, & Alpert, 1993;Mirenda, Iacono, & Williams, 1990;MurrayBranch, Udvari-Solner, 8c Bailey, 1991;Rowland & Schweigert, 1989). In addition, to ensure that all students have the opportunity to communicate, there has been widespread interest in the application of methods to assist students in the acquisition of nonsymbolic as well as symbolic forms of communication (Rowland & Stremel-Campbell, 1987;SiegelCausey & Guess, 1989;Siegel-Causey & Wetherby, 1993;Stillman & Battle, 1984). However, communicating to assist students to acquire the expressive skills necessary to signal needs, make choices, and otherwise participate in reciprocal social exchanges is only one of many reasons communications are directed to these students.…”
Section: Robert Stillman Christy Williams and Angela Linammentioning
confidence: 99%
“…It is important that these line drawings are comprehended by the student so that they result in his increased understanding of the recipe. Stillman and Battle (1984), using a philosophy proposed by van Dijk (1965van Dijk ( , 1966van Dijk ( , 1986, were among the first to discuss a technique for augmenting messages. In their work with children who experienced severe disabilities and dual sensory impairments, they described the concept of a calendar box containing objects.…”
Section: Component One: Augmenting the Messagementioning
confidence: 99%
“…Some elements of the approach to be described were derived from existing intervention techniques and the authors' clinical experiences. The primary sources from which the approach was developed included: Bates (1979), Bruner (1981), Dore (1979), Harding (1984), Stillman and Battle (1984), Sugarman (1984), Tomasello and Farrar (1986), Warren and Kaiser (1986), and Wetherby and Prizant (1989).…”
Section: Introductionmentioning
confidence: 99%