Teaching a picture language to a non-speaking retarded boy

Teaching severely handicapped adolescents to follow instructions conveyed by means of three-dimensional stimulus configurations

The present study investigated the feasibility of teaching three low-functioning (one sighted and two blind) adolescents a large repertoire of instruction-following responses. Three-dimensional cues, that is, dolls and small copies of objects, were used to convey the instructions. Training was structured in a stepwise fashion. Initially, the subjects were taught to take full-size objects in response to the experimenter presenting small copies of such objects. Then, they were trained to assume body positions represented through dolls. Subsequently, they were trained to assume body positions in relation with objects (represented through dolls and small copies of objects). Finally, they were trained to perform activities each of which was represented through two dolls in relation with small copies of objects. All subjects learned successfully. Generalization responding was observed at each stage of the program.

The use of nonvocal communication techniques with autistic individuals

Studies reporting the use of sign languages and symbol systems with autistic children and young people are reviewed. The studies suggest that signs and symbols can be used in communication by individuals who are above and below the age of five, mute and mentally handicapped. The communication skills developed may, in some cases, be complex, and speech may develop in the context of sign or symbol programmes. However, problems concerned with the description of subjects, methods and outcome of studies mean that many conclusions can only be supported tentatively by existing data.

Using pictorial representations as communication means with low-functioning children

Three low-functioning children were successfully taught pictorial representations as communication means. Initially, the subjects were trained to associate cards representing objects with the corresponding objects. Then, they were trained to respond to: (a) cards depicting body positions, (b) cards depicting body positions related to objects, and (c) cards representing simple activities as well as activities involving two children. Subsequently, they were trained to complete cards representing activities involving two children, independently, and to choose the roles for the execution of these activities. At last, they were taught to select from among cards on display, to complete such cards, and to choose the roles for the execution of the activities all by themselves. During the program high generalization learning was observed.

A functional analysis of photo-object matching skills of severely retarded adolescents

Matching-to-sample procedures were used to assess picture representation skills of severely retarded, nonverbal adolescents. Identity matching within the classes of objects and life-size, full-color photos of the objects was first used to assess visual discrimination, a necessary condition for picture representation. Picture representation was then assessed through photo-object matching tasks. Five students demonstrated visual discrimination (identity matching) within the two classes of photos and the objects. Only one student demonstrated photo-object matching. The results of the four students who failed to demonstrate photo-object matching suggested that physical properties of photos (flat, rectangular) and depth dimensions of objects may exert more control over matching than the similarities of the objects and images within the photos. An analysis of figure-ground variables was conducted to provide an empirical basis for program development in the use of pictures. In one series of tests, rectangular shape and background were removed by cutting out the figures in the photos. The edge shape of the photo and the edge shape of the image were then identical. The results suggest that photo-object matching may be facilitated by using cut-out figures rather than the complete rectangular photo.