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Results for “Sign Language”

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At least 1,189 records · Page 66Linked to original sources
PubMed1992

Hearing parents and deaf children. Some perspectives on sign communication and service delivery.

The results of a survey of hearing parents' perceptions of their use of sign communication with their deaf children are reported. Survey questions addressed parental understanding and motivation in choosing a particular system of sign communication, input from professionals and deaf adults that was found to be most and least helpful, and parental assessment of their service needs. The results of the survey highlight the need for family focused services throughout the deaf child's development, and the discussion includes specific comments made by parents.

Child↗
PubMed1984

The use of dreams in psychotherapy with deaf patients.

Dreams and, in one case, hallucinations were elicited during the course of brief reparative psychotherapy with a clinic population of largely lower-middle- and lower-socioeconomic-class deaf patients with varying diagnoses, and used in the treatment. Results show that (1) deaf patients can be trained to increase their capacity for self-observation and self-reporting; (2) cognitive skills and abstract abilities were sufficiently developed so that unconscious material could be interpreted meaningfully; (3) this technique facilitated insight into unconscious intrapsychic conflicts; (4) better integration of personality and greater autonomy and object constancy were achieved through clarification of the conflicts; (5) a spectrum of emotional disorders including depressive symptoms was found, akin to patients who are hearing.

Adaptation, Psychological↗
PubMed1982

A program for increasing manual signing by autistic and profoundly retarded youth within the daily environment.

A program was implemented to increase the manual signing of five profoundly retarded and four autistic youth within their daily environment. Each participant was nonvocal or minimally vocal. The program was based on modified incidental teaching strategies and was implemented by direct care personnel under supervision in an institutional setting. Specific components included rearranging the physical environment to prompt signing, altering routine staff-resident interactions to prompt, manually guide and/or reinforce signing; and conducting mini-training sessions. Additionally, staff modeled signs intermittently throughout the day. The program was sequentially implemented during two staff work shifts on each of two resident living modules. Observations conducted at four separate time periods during the day indicated that significant increases in signing occurred for all participating youth and that the increases generally maintained during follow-up checks at 5 and 17 weeks. Differential effects of the increased signing on frequency of vocalizations were noted across residents. A staff acceptability survey indicated favorable staff reports on the usefulness of signing to communicate with the youth. Results are discussed regarding the significance of manual signing for seriously developmentally disabled persons and the importance of ensuring that signing skills are used in the daily environment and not exclusively in formal training sessions. Also, areas for continued research are noted in terms of more refined analyses of client skills and subsequent progress in manual communication programs.

Adolescent↗
PubMed1984

Acquisition and cross-setting generalization of manual signs with severely retarded individuals.

In this study, we assessed the effect of a transfer of stimulus control procedure on the acquisition and cross-setting generalization of manual signs with four profoundly retarded individuals. Two individuals were trained to produce appropriate signs to verbal instructions, whereas the other two were trained until manual signs were controlled by visual stimuli (objects). Data obtained from three probe situations (two for one individual) constituted the dependent variables of the investigation. The results, gathered within a multiple-baseline design across signs showed that individuals acquired the trained signs and maintenance and generalization across settings (classroom, ward) and persons (teachers, ward staff) occurred, but was highly variable between and within individuals.

Adult↗
PubMed1988

The role of referential speech in sign learning by mentally retarded children: a comparison of total communication and sign-alone training.

We conducted two experiments to assess the role of referential speech during sign training in which the spoken words corresponding to signs were receptively known to the participants. An alternating treatments design was used to compare sign acquisition across two teaching conditions in which referents were presented either with or without the corresponding verbal label. During the first experiment, signs were taught concurrently; during the second experiment, signs within each of the respective conditions were taught in a serial fashion. In both experiments, signs taught by total communication were acquired faster than those taught by sign-alone training.

Child↗
PubMed1993

Functional communication training with and without extinction and punishment.

Functional communication training has been reported to be a promising treatment for severe behavior problems. In this study, functional communication training alone and combined with extinction and/or punishment was evaluated for 4 clients with severe retardation, behavior problems, and communication deficits. The participants were inpatients on a hospital unit for treatment of severe behavior disorders. They received individualized interventions based on functional assessment that included reinforcement of a communication response with the same function as their destructive behavior. Results showed that for some patients, functional communication training was not sufficient to produce clinically significant reductions in destructive behavior, and the combination of training plus punishment produced the largest and most consistent reductions.

Adult↗
PubMed1994

Overcoming an autistic child's failure to acquire a tact repertoire.

A 6-year-old nonvocal autistic girl who had acquired over 30 signs as mands (requests), simple intraverbals (English-sign translations), and imitative responses repeatedly failed to acquire a tact (labeling) repertoire. It was speculated that the verbal stimulus "What is that?" blocked the establishment of stimulus control by nonverbal stimuli. When procedures to transfer stimulus control from verbal to nonverbal stimuli were implemented, the subject quickly learned to tact all 18 target stimuli.

Autistic Disorder↗