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Results for “Sign Language”

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PubMed1988

[The child with deficient hearing. Medical, educational and sociological aspects].

The child's deafness is better known and better attended nowadays by different medical and chirurgical therapeutics, but also by the patient education of the teachers and parents who devoted themselves and devoted their lives towards the child,--shipwrecked in our world--whom although rescued manifests its own will to overcome the handicap and show itself as an entire human being. The parents' world of deaf children gathered into group with the aim of mutual assistance is scarcely known, even unknown to us. When you enter into it, you are taken by the devotion the assistance, the work, you take notice of the disarray, the sorrow and renew the hope and happiness. Yes, the happiness after a hard-earned victory.

Child↗
PubMed1988

Cues-pause-point training and simultaneous communication to teach the use of signed labeling repertoires.

We taught two mentally retarded students who communicated by signing to answer questions with signed labels and evaluated the generalized effects of this training on their correct responding to untrained questions. The students received cues-pause-point training on one question set followed by generalization assessments on a different set in other settings. Periodic probes were conducted on two novel question sets in other settings to determine further the strength and spread of any generalization effects. A multiple baseline across-subjects design revealed that the students' incorrect signing was replaced with correct responding in the training and all generalization sets. These results replicate and extend previous research and suggest that cues-pause-point procedures can be useful in teaching students to use their manual signing repertoires.

Adolescent↗
PubMed1987

Sign acquisition and use following traumatic brain injury: case report.

A case report is presented of an aphasic patient whose oral communication skills remained nonfunctional eight months after a traumatic head injury. After several unsuccessful attempts at using a variety of augmentative communication devices, manual signing was attempted. Several signs believed to be useful for communicating the patient's needs and wants were selected. The signs were introduced in a three-stage training procedure: imitation of a sign model, pointing to a picture of the concept signed, and producing the sign when presented with the pictured concept. A sign item was considered to be acquired when the patient had progressed through all three of the training stages. The patient acquired 47 signs over a five-month period, but was unable to use these signs in spontaneous, self-initiated communication. These findings illustrate the vast gap that exists between learning to produce a sign in response to a stimulus and using those signs for functional communication. The distinction between sign acquisition and sign use has largely been ignored in previous investigations of sign training with aphasic patients. Programming for generalization of acquired signs is a logical next step for future research on this topic.

Adult↗
PubMed1987

Spatial and temporal sequencing of signs and words by severely mentally retarded children.

The effects of manual sign or spoken word labels on the spatial or temporal ordering of sequences of stimuli by severely mentally retarded children were investigated. The stimuli were presented in a spatial array so that the spatial (left-right) order never corresponded with the temporal (first-last) order. Other researchers have suggested that sign labels would be recalled in the spatial order of presentation and word labels, in the temporal order. The results did not support this, revealing instead that subjects tended to preserve spatial order and reverse temporal order, irrespective of the modality of the stimulus label.

Adolescent↗