The Use of Nonvocal Communication Techniques With Autistic Individuals

Kiernan, Chris

doi:10.1111/j.1469-7610.1983.tb00115.x

Cited by 53 publications

(10 citation statements)

References 66 publications

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“…A number of writers have suggested that symbol systems may be easier to use than sign systems because, being in a non-fade medium, they have the advantage of removing memory load and simplifying the motor response that must be learned (e.g. Kiernan, 1983). However, the present findings suggest that, overall, neither augmentative mode facilitated greater communicative use than the other, at least on the kinds of measures used in this investigation.…”

Section: Discussioncontrasting

confidence: 71%

Augmentative communication systems taught to cerebral‐palsied children — A longitudinal study. II. Pragmatic features of sign and symbol use

Udwin

Yule

1991

Intl J Lang & Comm Disor

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S Pragmatic analysis of the sign and symbol utterances produced by 40 language‐impaired, cerebral‐palsied children in semi‐structured conversational settings revealed severe restrictions in the range of communicative functions that were used. The children were able to communicate certain conversational acts effectively, but over 80% of all utterances expressed just four communicative functions. There were also some significant gaps, with certain functions not being used at all. The children's progress was followed up at 6‐month intervals over a period of 1 1/2 years. Few changes were found in the range and relative frequencies of communicative functions expressed over time. There were few significant differences between the symbol and sign users on these measures, which suggests that overall neither augmentative mode facilitated greater communicative use than the other. Une analyse pragmatique des signes et des symboles produits par 40 enfants atteints de paralysie cérébrale affectant les capacités langagières, dans le cadre de conversations semi‐structurées, a révélé des restrictions sévères dans la gamme des fonctions de communication qui étaient utilisées. Les enfants avaient des capacités de communication effectives, mais plus de 80% de toutes leurs productions n'exprimaient que quatre fonctions de communication. De plus, des absences significatives étaient notables, avec des fonctions qui n'étaient pas utilisées du tout. Les progrès des enfants étaient suivis tous les 6 mois sur une période totale d'un an et demi. Peu de changements dans le temps ont été relevés sur les types et la fréquence d'utilisation des fonctions de communication utilisées. Il y a eu peu de différences significatives sur les mesures entre les utilisateurs de signes et les utilisateurs de symboles, ce qui suggère que globalement, aucun de ces modes n'était supérieur à l'autre dans la facilitation de la communication. Eine pragmatische Analyse der Zeichen‐ und Symboläusserungen von 40 sprachbehinderten Kindern mit zerebraler Kinderlähmung, die bei halbformellen Gesprächen benutzt wurden, zeigte eine schwere Einschränkung der angewandten, kommunikativen Funktionen. Die Kinder konnten bestimmte Gesprächsziele effektiv erreichen. Aber mehr als 80% aller Äusserungen beschränkten sich auf nur vier Ziele. Es gab auch signifikante Lücken. Gewisse Funktionen wurden überhaupt nicht benutzt. Die Fortschritte der Kinder wurden innerhalb von 18 Monaten alle 6 Monate beobachtet. Es wurden im Laufe der Zeit wenige Änderungen im Umfang und in der relativen Häufigkeit der kommunikativen Funktionen festgestellt. Es gab wenige, signifikante Unterschiede zwischen denen, die Zeichen benutzten, und denen, die Symbole benutzten. Dadurch wird angedeutet, dass keine dieser augmentativen Techniken eine bessere kommunikative Anwendung förderte, als die andere.

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Section: Discussioncontrasting

confidence: 71%

Augmentative communication systems taught to cerebral‐palsied children — A longitudinal study. II. Pragmatic features of sign and symbol use

Udwin

Yule

1991

Intl J Lang & Comm Disor

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“…The social interaction problems and communication (including language) deficits encountered in autism may be difficult to tease apart and this could add to the risk of diagnostic blurring/confusion. Language (including non-vocal and pragmatic aspects) has been rather extensively studied in autism (Wolff & Chess, 1965;Cunningham, 1968;Wing, 1969;Cantwell, Baker & Rutter, 1978;Howlin, 1982;Kiernan, 1983;Rutter, 1983;Landry & Loveland, 1988;Boucher & Lewis, 1989;Harris et al, 1991;Tager-Flusberg et al, 1990;Volden & Lord, 1991), but very little has been accomplished in this area of research in respect of the other disorders on the autism spectrum. Ricks and Wing (1975) concluded that children with receptive developmental speech disorder understand gesture, mime and written language, whereas those with autism have problems with all aspects of communication.…”

Section: Introductionmentioning

confidence: 99%

Language and pragmatic functions in school‐age children on the autism spectrum

Ramberg

Ehlers

Nydén

et al. 1996

Intl J Lang & Comm Disor

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S This study examined group differences in language and pragmatic functions across sex‐, age‐and IQ‐matched samples of Asperger syndrome (N=22), high‐functioning autism (N=11), deficits in attention, motor control and perception (DAMP) (N=11), and speech and language disorder (SLD) (N=11) groups. The purpose was to explore possible differentiating features in the fields of vocabulary, comprehension and pragmatics and, in addition, to determine whether Asperger syndrome could be reliably separated from high‐functioning autism on these variables. The findings suggest that Asperger syndrome may be associated with higher full‐scale and verbal IQ than high‐functioning autism; Asperger syndrome may not be associated with better pragmatic skills (as defined in this context) than high‐functioning autism; language comprehension may not clearly separate Asperger syndrome and high‐functioning autism once the effects of very low IQ are partialled out; both DAMP and SLD can be distinctly separated from Asperger syndrome and autism. Cette étude examine les différences de groupes, du point de vue du langage et des fonctions pragma‐tiques, entre des échantillons assortis pour le sexe, l'âge et le QI, de syndromes d'Asperger (N=22), d'autistes de haut fonctionnement (N=11), de deficits d'attention, de contôle moteur et de perception (DAMP) (N=11) et de troubles du langage et de la parole (SLD) (N=11). Le but poursuivi étant d'explorer les traits différenciatifs possibles dans les domains du vocabulaire, de la compréhension et de la pragmatique et, de surcroit, de voir si on peut faire une séparation fiable entre le syndrome d'Asperger et l'autisme de haut fonctionnement en partant de ces variables. Les résultats suggèrent les faits suivants: le syndrome d'Aspberger peut être lié à un QI général et verbal plus élevé que l'autism de haut fonctionnement; il se peut que le syndrome d'Asperger ne soit pas lié à meilleures capacités pragmatiques (telles qu'elles sont définies dans ce contexte) que l'autisme de haut fonctionnement; la compréhension du langage n'établit pas nécessaurement une nette différence entre le syndrome d'Asperger et l'autisme de haut fonctionnement une fois qu'on a éliminé les effets de QI très faibles; et enfin de DAMP et le SLD se séparent nettement due syndrome d'Asperger et de l'autisme. Diese Studie untersuchte Gruppenunterschiede in sprachlichen und pragmatischen Funktionen bei Stichproben von Asperger‐Syndrom (N=22), DAMP (Deficits in Attention, Motor‐control and Perception = Mängel der Aufmerksamkeit, der Motorkontrolle und der Perzeption) (N=11) und SLD (Speech and Language Disorder = Sprech und Sprachstörung) N=ll), die nach Geschlecht, Alter und IQ gleichgestellt waren. Zweck der Untersuchung war de Ermittlung möglicher differenzierender Merkmale in den Bereichen Vokabular, Verstehen und pragmatischem Handeln; zusätzlich sollte festgestellt werden, ob mit diesen Variablen das Asperger Syndrom zuverlässig von hoch‐funktionerendem (schwach ausgeprägtem) Autismus zu unterscheiden sei. Die Ergebnis...

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“…As well as these attempts to apply normal memory principles to the mentally handicapped population, the work of O'Connor & Hermelin has revealed a preference for spatial rather than temporal ordering of material in autistic and some mentally handicapped subjects (Hermelin & O'Connor, 1971Morris, 1975;O'Connor & Hermelin, 1978), It is these findings in particular, which have led to speculations on a Correspondence: Dermot M. Bowler, Psychology Section, Department of Humanities and Social Sciences, The City University, Northampton Square, London BC!V OHB, England. link between ease of sign learning and memory processes in severely handicapped individuals (Kiernan., 1983;Remington & Light, 1983). However, despite such speculations, there have been few empirical investigations in the area.…”

Section: Introductionmentioning

confidence: 99%

Free recall of lists of word and sign labels by severely handicapped children

Bowler

Kiernan

1990

J intellect Disabil Res

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ABSTRACT. Two experiments are reported which tested short‐term recall of lists of four sign or four word labels by severely handicapped children. The findings suggest that the subjects were more efficient at processing words than signs in short‐term memory, and that their organization of sign and word lists were affected by the length of time the material had to be held in short‐term store. Both of these effects were influenced by whether or not the subjects had to use the stimuli as labels when making a response.

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The Use of Nonvocal Communication Techniques With Autistic Individuals

Cited by 53 publications

References 66 publications

Augmentative communication systems taught to cerebral‐palsied children — A longitudinal study. II. Pragmatic features of sign and symbol use

Augmentative communication systems taught to cerebral‐palsied children — A longitudinal study. II. Pragmatic features of sign and symbol use

Language and pragmatic functions in school‐age children on the autism spectrum

Free recall of lists of word and sign labels by severely handicapped children

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