By Maureen Green, Leslie Cobb (auth.), Les Sternberg (eds.)

DEVELOPMENT OF NON-LINGUISTIC communique abilities, which offers the result of study complete throughout the joint sponsorship of the SonomaDevelopment middle (SDS) and the school of schooling of Florida Atlantic college (FAU), examines the improvement of prelanguage and nonlingu- istic talents in people with a variety of varieties and levels of developmental disabilities. using the dichotomies that could exist betweencommunication and language, the booklet explores verbal exchange talents instead of formal language structures acquisition.

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Additional info for Functional Communication: Analyzing the Nonlinguistic Skills of Individuals with Severe or Profound Handicaps

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Differentiated vocalizations occur at about the same time that the child enters the one-word stage (Halliday, 1975). At this point, the child's vocalizations represent different types of requests. Ervin-Tripp and Gordon (1986) propose that four elements influence the child's initial comprehension of language: (a) gestures used by the caregiver that alert the child to significant aspects of the situation, (b) continual rehearsal of behavioral routines that help the child to learn to anticipate and to follow through on specific tasks, (c) caregivers repeating and refining their requests when the child does not initially comprehend, and (d) caregivers introducing new material when it will appropriately complement the child's behavior.

Aides used mands (instructions, directives) four times more frequently than tacts (comments, social interactions), highlighting what they perceived as the directive and supervisorial aspects of their role versus a desire to communicate with the students. Students, on the other hand, used tacts three times as often as mands. Two thirds of the aides' interactions were judged to be bland and 2. Research 31 neutral, whereas approximately 15% of their interactions were considered negative in nature.

The origins and growth of communication (pp. 5-29). , & Sailor, W. (1985). Using a behavior chain interruption strategy to teach communications skills to students with severe disabilities. The Journal of the Association for Persons with Severe Handicaps, 10, 21-30. Golinkoff, R. (1986). ": The preverbal negotiation of failed messages. Journal of Child Language, 13, 455-476. , & Gordon, L. (1983). In the beginning was the word: A history of the study of language acquisition. In R. ), The transition from prelinguistic to linguistic communication (pp.

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