Skip to main content
Log in

Teaching functional speech to the severely handicapped: Current issues

  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Reference notes

  1. Guess, D., Keogh, W., & Baer, D.Imitation training for difficult to teach severely handicapped children: An analysis of new procedures (final report). Social and Rehabilitation Services, State of Kansas, Topeka, Kansas, 1977.

    Google Scholar 

  2. Welch, P.Vocal imitation as a consequence in imitation training for the severely handicapped. Unpublished master's thesis, University of Kansas, 1978.

  3. Carpenter, J.An experimental comparison of acquisition rates of motor imitation items with and without manipulable consequences in a group setting. Unpublished manuscript, Kansas Neurological Institute, 1975.

  4. Hunt, P.Acquisition and generalization of imitative responses under two reinforcement conditions. Unpublished manuscript, San Francisco State University, 1979.

  5. McDonald, L.A comparison of three methods of word imitation training with Down's syndrome children under six years of age. Unpublished master's thesis, University of Manitoba, 1977.

  6. Camozzi, L.A comparison of the rates of receptive language acquisition across three modes of training with three developmentally disabled adults. Unpublished master's thesis, San Francisco State University, 1979.

References

  1. Baer, D., & Guess, D. Receptive training of adjectival inflections in mental retardates.Journal of Applied Behavior Analysis, 1971,4, 129–139.

    Google Scholar 

  2. Baer, D., Peterson, R., & Sherman, J. Development of imitation by reinforcing behavioral similarity to a model.Journal of the Experimental Analysis of Behavior, 1967,10, 405–416.

    PubMed  Google Scholar 

  3. Bricker, D. Imitative sign training as a facilitator of word-object association with low functioning children.American Journal of Mental Deficiency, 1972,76, 509–516.

    PubMed  Google Scholar 

  4. Bricker, W., & Bricker, D. Development of vocabulary in severely retarded children.American Journal of Mental Deficiency, 1970,74, 599–607.

    PubMed  Google Scholar 

  5. Bricker, W., & Bricker, D. Receptive vocabulary as a factor in the discrimination performance of low functioning children.American Journal of Mental Deficiency, 1971,75, 599–605.

    PubMed  Google Scholar 

  6. Bricker, W., & Bricker, D. An early language training strategy. In R. L. Schiefelbusch & L. L. Lloyd (Eds.),Language perspectives—acquisition, retardation, and intervention. Baltimore: University Park Press, 1974.

    Google Scholar 

  7. Bricker, D., Dennison, L., & Bricker, W. Constructive interaction-adaptation approach to language training.MCCD Monograph Series, No. 1. Mailman Center for Child Development, University of Miami, 1975.

  8. Carr, E., Schreibman, L., & Lovaas, O. I. Control of echolalic speech in psychotic children.Journal of Abnormal Child Psychology, 1975,3, 331–351.

    PubMed  Google Scholar 

  9. Cook, C., & Adams, H. E. Modification of verbal behavior in speech deficient children.Behaviour Research and Therapy, 1966,4, 265–271.

    PubMed  Google Scholar 

  10. DeMyer, M. K., Barton, S., Alpern, C. D., Kimberlin, G., Allen, J., Young, E., & Steele, R. The measured intelligence of autistic children.Journal of Autism and Childhood Schizophrenia, 1974,4, 42–60.

    PubMed  Google Scholar 

  11. Fay, W. H., & Schuler, A. L.Emerging language in autistic children. Baltimore: University Park Press, in press.

  12. Frisch, S., & Schumaker, J. B. Training generalized receptive prepositions in retarded children.Journal of Applied Behavior Analysis, 1974,7, 611–621.

    PubMed  Google Scholar 

  13. Garcia, E., Baer, D., & Firestone, I. The development of generalized imitation within topographically determined boundaries.Journal of Applied Behavior Analysis, 1971,4, 101–112.

    Google Scholar 

  14. Garcia, E., Guess, D., & Byrnes, J. Development of syntax in a retarded girl using procedures of imitation, reinforcement, and modeling.Journal of Applied Behavior Analysis, 1973,6, 299–310.

    Google Scholar 

  15. Guess, D., Baer, D. M., & Sailor, W. A remedial behavioral approach to teaching speech deficient children.Human Communication, 1978,3, 55–70.

    Google Scholar 

  16. Guess, D., Keogh, W., & Sailor, W. Generalization of speech and language behavior: Measurement and training tactics. In R. L. Schiefelbusch (Ed.),Bases of language intervention. Baltimore: University Park Press, 1978.

    Google Scholar 

  17. Guess, D., Sailor, W., & Baer, D. To teach language to retarded children. In R. L. Schiefelbusch & L. L. Lloyd (Eds.),Language perspectives—acquisition, retardation, and intervention. Baltimore: University Park Press, 1974.

    Google Scholar 

  18. Guess, D., Sailor, W., & Baer, D.Functional speech and language training for the severely handicapped. Lawrence, Kansas: H & H Enterprises, 1976.

    Google Scholar 

  19. Guess, D., Sailor, W., & Baer, D. Children with limited language. In R. L. Schiefelbusch (Ed.),Language intervention strategies. Baltimore: University Park Press, 1978.

    Google Scholar 

  20. Guess, D., Sailor, W., Rutherford, G., & Baer, D. M. An experimental analysis of linguistic development: The productive use of the plural morpheme.Journal of Applied Behavior Analysis, 1968,1, 297–306.

    Google Scholar 

  21. Guralnick, M. The acquisition of prepositional motor responses in handicapped children.Journal of Applied Behavior Analysis, 1976,9, 500.

    Google Scholar 

  22. Harris, S. Teaching language to nonverbal children—with emphasis on problems of generalization.Psychological Bulletin, 1975,82, 565–580.

    PubMed  Google Scholar 

  23. Hewett, F. M. Teaching speech to an autistic child through operant conditioning.American Journal of Orthopsychiatry, 1965,35, 927–936.

    PubMed  Google Scholar 

  24. Janssen, C., & Guess, D. Use of function as a consequence in training receptive labeling to severely and profoundly retarded individuals.AAESPH Review, 1978,3, 246–258.

    Google Scholar 

  25. Johnston, M. K. Echolalic and automatism in speech: A case report. In H. M. Sloane, Jr., & B. D. MacAuley (Eds.),Operant procedures in remedial speech and language training. Boston: Houghton-Mifflin, 1968.

    Google Scholar 

  26. Kent, L.Language acquisition program for the severely retarded. Champaign, Illinois: Research Press, 1974.

    Google Scholar 

  27. Koegel, R., & Wilhelm, H. Selective responding to multiple visual cues by autistic children.Journal of Experimental Child Psychology, 1973,15, 442–454.

    PubMed  Google Scholar 

  28. Kohl, F., Karlan, G., & Heal, L. Effects of pairing manual signs with verbal cues upon the acquisition of instruction following behaviors and the generalization to expressive language with severely handicapped students.AAESPH Review, 1979,4, 291–300.

    Google Scholar 

  29. Larson, T. Communication for the nonverbal child.Academic Therapy, 1971,6, 305–312.

    Google Scholar 

  30. Lee, V. I. Teaching generalized receptive and productive behind-front discriminations to two retarded children.Journal of Applied Behavior Analysis, 1978,11, 529.

    Google Scholar 

  31. Levett, L. A method of communication for non-speaking severely subnormal children.British Journal of Disorders of Communication, 1971,6(2), 125–128.

    PubMed  Google Scholar 

  32. Lovaas, O. I., Berberich, J. P., Perloff, B. F., & Schaeffer, B. Acquisition of imitative speech of schizophrenic children.Science, 1966,151, 705–707.

    PubMed  Google Scholar 

  33. Lovaas, O. I., Koegel, R. L., Simmons, J. Q., & Long, J. S. Some generalization and follow up measures on autistic children in behavior therapy.Journal of Applied Behavior Analysis, 1973,6, 131–165.

    Google Scholar 

  34. Lovaas, O. I., & Schreibman, L. Stimulus overselectivity of autistic children in a two stimulus situation.Behaviour Research and Therapy, 1971,2, 305–310.

    Google Scholar 

  35. Lovaas, O. I., Schreibman, L., Koegel, R. L., & Rehm, R. Selective responding by autistic children to multiple sensory input.Journal of Abnormal Psychology, 1971,71, 211–222.

    Google Scholar 

  36. Mahoney, G., Crawely, S., & Pullis, M. Language intervention: Models and issues. In B. K. Keogh (Ed.),Advances in special education: An annual compilation of research (Vol. 2). Greenwich, Connecticut: J.A.I. Press, in press.

  37. McDonald, J., & Blott, J. Environmental language intervention: The rationale for a diagnostic and training strategy through rules, context, and generalization.Journal of Speech and Hearing Disorders, 1974,39, 244–256.

    PubMed  Google Scholar 

  38. Miller, A., & Miller, E. Cognitive developmental training with elevated boards and sign language.Journal of Autism and Childhood Schizophrenia, 1973,3, 65–85.

    PubMed  Google Scholar 

  39. Miller, J., & Yoder, D. An ontogenetic language teaching strategy for retarded children. In R. L. Schiefelbusch & L. L. Lloyd (Eds.),Language perspectives—acquisition, retardation, and intervention. Baltimore: University Park Press, 1974.

    Google Scholar 

  40. Palyo, W. J., Cooke, T. P., Schuler, A. L., & Apolloni, T. Modifying echolalic speech in preschool children: Training and generalization.American Journal of Mental Deficiency, 1979,83, 400–489.

    Google Scholar 

  41. Prizant, B. M.An analysis of the functions of immediate echolalia in autistic children. Unpublished doctoral dissertation, New York State University-Buffalo, 1978.

  42. Rees, N. S. Bases of decision in language training.Journal of Speech and Hearing Disorders, 1972,37, 283–304.

    PubMed  Google Scholar 

  43. Richardson, T. Sign language for the SMR and PMR.Mental Retardation, 1975,13(3), 17.

    Google Scholar 

  44. Risley, T., & Wolf, M. M. Establishing functional speech in echolalic children.Behaviour Research and Therapy, 1968,5, 73–88.

    Google Scholar 

  45. Sailor, W. Reinforcement and generalization of productive plural allomorphs in two retarded children.Journal of Applied Behavior Analysis, 1971,4, 305–310.

    Google Scholar 

  46. Sailor, W., & Guess, D.An educational model for the severely handicapped. Boston: Houghton Mifflin, in press.

  47. Sailor, W., Guess, D., Goetz, L., Schuler, A., Utley, B., & Baldwin, M. Language and the severely handicapped: Deciding what to teach to whom. In W. Sailor, B. Wilconx, & L. Brown (Eds.),Methods of instruction with severely handicapped students. Baltimore: Paul Brookes, in press.

  48. Sailor, W., & Taman, T. Stimulus factors in the training of prepositional usage in three autistic children.Journal of Applied Behavior Analysis, 1972,5, 183–190.

    Google Scholar 

  49. Saunders, R., & Sailor, W. A comparison of three strategies of reinforcement on two-choice learning problems with severely retarded children.AAESPH Review, 1979,4(4).

  50. Schreibman, L., & Carr, E. G. Elimination of echolalic responding to questions through the training of a generalized verbal response.Journal of Applied Behavior Analysis, 1978,11, 453–464.

    PubMed  Google Scholar 

  51. Schreibman, L., & Lovaas, O. I. Over-selective responses to social stimuli by autistic children.Journal of Abnormal Child Psychology, 1973,1, 152–168.

    Google Scholar 

  52. Schuler, A. L.An experimental analysis of conceptual and representational abilities in a mute autistic adolescent: A serial vs. a simultaneous mode of processing. Unpublished doctoral dissertation, University of California, Santa Barbara, 1979.

    Google Scholar 

  53. Schumaker, J., & Sherman, J. A. Training generative verb usage by imitation and reinforcement procedures.Journal of Applied Behavior Analysis, 1970,3, 273–287.

    Google Scholar 

  54. Sloane, H. N., Johnston, M. K., & Harris, F. R. Remedial procedures for teaching verbal behavior to speech deficient or defective children. In H. N. Sloane & B. MacAuley (Eds.),Operant procedures in remedial speech and language training. Boston: Houghton Mifflin, 1968.

    Google Scholar 

  55. Stark, J., Giddan, J. J., & Meisel, J. Increasing verbal behavior in an autistic child.Journal of Speech and Hearing Disorders, 1968,3, 42–48.

    Google Scholar 

  56. Stevens-Long, J., & Rasmussen, M. The acquisition of simple and compound sentence structure in an autistic child.Journal of Applied Behavior Analysis, 1974,7, 473–479.

    PubMed  Google Scholar 

  57. Stokes, T. F., & Baer, D. M. An implicit technology of generalization.Journal of Applied Behavior Analysis, 1977,10, 349–367.

    Google Scholar 

  58. Stremel-Campbell, K., Cantrell, D., & Halle, J. Manual signing as a language system and as a speech initiator for the nonverbal severely handicapped student. In E. Sontag, J. Smith, & N. Certo (Eds.),Educational programming for the severely and profoundly handicapped. Pennsylvania: CEC Division on Mental Retardation, 1977.

    Google Scholar 

  59. Sulzbacher, S., & Costello, J. A behavioral strategy for language training of a child with autistic behaviors.Journal of Speech and Hearing Disorders, 1970,35, 256–277.

    PubMed  Google Scholar 

  60. Topper, S. Gesture language for a nonverbal severely retarded male.Mental Retardation, 1975,13, 30–31.

    Google Scholar 

  61. Twardosz, S., & Baer, D. M. Training two severely retarded adolescents to ask questions.Journal of Applied Behavior Analysis, 1973,6, 655–661.

    Google Scholar 

  62. Waryas, C. Language intervention programming as a revolutionary activity.Human Communication, 1978,3, 71–84.

    Google Scholar 

  63. Wheeler, A. J., & Sulzer, B. Operant training and generalization of a verbal response form in a speech deficient child.Journal of Applied Behavior Analysis, 1970,3, 139–147.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Goetz, L., Schuler, A. & Sailor, W. Teaching functional speech to the severely handicapped: Current issues. J Autism Dev Disord 9, 325–343 (1979). https://doi.org/10.1007/BF01531443

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF01531443

Keywords

Navigation