Skills

Functional Communication: Analyzing the Nonlinguistic Skills by Maureen Green, Leslie Cobb (auth.), Les Sternberg (eds.)

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

DEVELOPMENT OF NON-LINGUISTIC verbal exchange talents, which provides the result of learn finished during the joint sponsorship of the SonomaDevelopment middle (SDS) and the varsity of schooling of Florida Atlantic collage (FAU), examines the improvement of prelanguage and nonlingu- istic abilities 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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American Journal of Mental Deficiency, 91(5), 516-523. Moerk, E. (1977). Pragmatic and semantic aspects of early language development. Baltimore, MD: University Park Press. E. (1988). ). Columbus, OH: Charles Merrill. , & Schuler, A. (1984). Instructional techniques. In C. Peck, A. Schuler, C. Tomlinson, K. Theimer, T. Haring, & M. ), Social competence curriculum project: A guide to instructional programming for social and communicative interaction (pp. 182-194). Santa Barbara, CA: Special Education Research Institute, University of California.

1986). Joint attention and early language. Child Development, 57, 1454-1463. 2. , & Todd, J. (1983). Lexical acquisition style. First Language, 4, 197-212. McV. (1975). Assessment in infancy: Ordinal scales of psychological development. Urbana, IL: University of lllinois Press. , & Chinsky, J. (1976). Interpersonal interactions between institutionalized retarded children and their attendants. American Journal of Mental Deficiency, 80(5), 535-542. P. (1988). Research in early language intervention.

It was also observed that the subjects began to self-initiate the use of these symbols to request items. Like the previously cited research, this study demonstrates that intentionality is crucial in the 2. Research 25 acquisition of lexical items. A second important point that this study illustrates is the need for sensitivity to subject factors, such as existing cognitive abilities, as suggested by Bryen and Joyce (1985). The one individual who did not learn the symbols had also shown difficulty in visual discrimination ability during the pretesting situation.

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