Thomas L. Layton

Speech Following Sign Language Training in Autistic Children with Minimal Verbal Language.

This study was carried out to test the main and interaction effects of training condition and pretreatment-elicited verbal imitation ability when predicting spoken language use during language training of 60 minimally verbal autistic children. Subjects were randomly assigned to Speech Alone, Sign Alone, Simultaneous Presentation of Sign and Speech, and Alternating Presentation of Sign and Speech training conditions. Speech Alone, Simultaneous Presentation, and Alternating Presentation condition facilitated more child-initiated speech during treatment than did the Sign Alone condition. Regardless of training condition, pretreatment verbal imitation ability positively predicted the size of child-initiated spoken vocabulary observed during training. Exploratory analyses indicated that, in addition to verbal imitation, pretreatment age and IQ may also predict spoken language developed during training.

Language training with autistic children using four different modes of presentation

The purpose of this study was to determine (1) whether comprehension, production, and spontaneous use of language are greater following language training by sign-alone, speech-alone, simultaneous communication, or alternating between speech and sign; (2) whether high- and low-verbal imitators benefit from the same mode of treatment; and (3) whether retention of the language skills differs among the four training conditions. Subjects were 60 moderate to severe autistic children randomly assigned to one of four treatment conditions. Subjects were divided into high- and low-verbal imitators based on verbal imitation performances. The results indicated that the high-verbal imitators did equally well in all four treatment conditions, while the low-verbal imitators did poorest in the speech-alone condition. The high-verbal imitators performed better than did the low-verbal imitators in all of the treatment conditions. Words or signs learned were retained for three months after treatment regardless of the treatment condition or level of imitative ability. The results were discussed in terms of the efficacy of using sign language with autistic children.

Preschool Speech and Language ScreeningA Review of Currently Available Tests

Fifty-one preschool speech-language screening tests were reviewed with regard to criteria crucial to screening test selection: professional time required, comprehensiveness, norms, and reliability/...

Enhancing Emerging Literacy in a Language Preschool

Preschool children with speech and language impairments (SLI) are at significant risk for later literacy learning difficulties. Current emerging literacy theory dictates the inclusion of reading an...

Description of Semantic-Syntactic Relations in an Autistic Child.

This longitudinal study investigated the language acquisition strategies employed by an autistic child learning sign language. The childs core vocabulary and developing semantic-syntactic relationships were compared with language acquisition in normal children. There were specific deviations in language development noted, in spite of providing the child with appropriate sign language training.

Comprehension and production of comparatives and superlatives.

Ten objects were used to assess comprehension, production, and imitation of comparative and superlative suffixes in 100 children ranging in age from 2; 6 to 4; 6. The results indicated that comprehension of both suffix forms was similar at each of five age levels studied; although incrementally better comprehension scores occurred with succeeding ages. Virtually all subjects were successful in imitating forms missed during the comprehension task. Analysis revealed that the - er suffix was produced more often than the - est suffix, at the youngest age (2; 6): at succeeding age levels this difference was reversed. Big was the primary lexical unit selected by the subjects for positive and negative polar forms connoting size; little was the second most frequently used adjective form.

Acquiring a communication system by sign and speech in a child with Down syndrome: a longitudinal investigation

This article reports on a longitudinal investigation of a child with Down syndrome who was taught to communicate initially by sign but who later became an entirely oral communicator. The article reports the rate and frequency of his first 50 signs and first 43 oral words along with a follow-up of his oral communication. The data suggest that early sign training enhanced the childs later speech production.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

This article describes an early intervention program designed for speech-language pathologists enrolled in a masters-level program. The program provided students with courses and clinical experien...

Unexpected events and their effect on children's language

This study examined the effects of using unexpected events on childrens communicative behaviour. These events included mislabelling objects or actions (e.g. calling a cup an elephant), making objects inaccessible (e.g. placing a desired object in a closed, zip-lock bag), and violating object function (e.g. trying to pour from a closed bottle). Although many language interventionists have suggested that unexpected events increase communication behaviour, this has not been empirically studied. Ten developmentally-delayed preschool children were tested in two play sessions, one which used unexpected events, and one which did not. Results indicated that children communicated more frequently during the session that used these events. In addition, the unexpected event of withholding objects was associated with more communication attempts than the other two types of events.

Use of mean morphological units to assess language development

The intent of this study was to determine what size language sample was needed in order to obtain a reliable index of mean morphological units. Shriner (1967) suggested that 50 sentences were necessary for obtaining a mean length of response and a length complexity index. Brown (1973) recommended using 100 sentences when determining mean morphological units. However, other investigators (Schneiderman, 1955; Griffith and Miner, 1969) said that as few as 15 sentences could serve to provide enough data for reliable estimates of mean length of response and a length complexity index. For a practitioner, knowing that the first 15 sentences produced would be a reliable estimate of overall language ability would be of substantial benefit. Obtaining, transcribing, and analyzing 15 sentences takes about 20 min. The results of this study show that as few as 15 sentences are adequate for determining a reliable index of mean morphological units.