Abstract
A study is presented to describe cognitive-developmental training involving use of connected boards elevated 3 to 6 feet above the ground together with special language signs. The subjects, 12 boys and 7 girls, were mute autistic children. Thirteen were in residential treatment and 6 attended day school. Signs were systematically paired with appropriate spoken words which all children learned to understand. Also, all learned to initiate signs to achieve desired objects or goals. The day school children, a younger group, achieved significantly greater expressive use of signs and words than residential school children. Two children, whose case histories are summarized, made the transition from signs to expressive spoken language. The training program is discussed in some detail.
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The authors wish to express their appreciation to Dr. and Mrs. Jacques M. May, Directors of the May Institute for Autistic Children, Mrs. Kay Morgenthau, Director of the League School of Boston, and Dr. John F. Scott, Director of the Worcester Youth Guidance Center, for the cooperation which made this study possible. Special thanks are also due to Mr. Roland E. Vandal and Dr. John Murphy, officers of AMIC, Region 2, for their help and enterprise in establishing a pilot Cognitive-Developmental Training Program at the Day Care Unit for Autistic Children at the Worcester Youth Guidance Center.
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Miller, A., Miller, E.E. Cognitive-developmental training with elevated boards and sign language. J Autism Dev Disord 3, 65–85 (1973). https://doi.org/10.1007/BF01537555
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DOI: https://doi.org/10.1007/BF01537555