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A comparison of the effectiveness of graphic symbol and manual sign training with profoundly retarded children1

Published online by Cambridge University Press:  28 November 2008

Patricia Hodges  and
Bettina Schwethelm
Patricia Hodges*
Affiliation:
California State University
Bettina Schwethelm
Affiliation:
University of Michigan
*
Patricia Hodges, Department of Psychology, California State University, 5151 State University Drive, Los Angeles, California 90032.
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Abstract

Using a random-block design, 52 profoundly retarded nonverbal children were matched on relevant variables and randomly assigned to one of three treatment groups or a no-treatment group. In Phase One, two groups were trained in either the Premack or NON-SLIP graphic systems. Children in the Premack group learned an average of 2.3 symbols; no child in the NON-SLIP group reached the symbol stage. In Phase Two, these two groups and a third group were taught manual signs from an American Sign Language lexicon. There were significant differences in IQ and language age from pre- to posttest, and children in the two groups exposed to both graphic symbols and signs learned significantly more signs than graphic symbols. Signing appears to be a demonstrably superior intervention for profoundly retarded nonverbal populations.

Type
Articles
Information
Applied Psycholinguistics , Volume 5 , Issue 3 , September 1984 , pp. 223 - 253
Copyright
Copyright © Cambridge University Press 1984

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Footnotes

1

Article processed by the former editor, Sheldon Rosenberg.

References

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