Acquisition of Manual Sign Use: Collateral Reduction of Maladaptive Behavior, and Factors Limiting Generalization.

摘要: An 11-year-old, nonverbal boy diagnosed as "autistic" was trained to communicate wants and needs with manual signs. The signs were first in a corner of the classroom, when generalization did not occur other times day areas training delivered "natural" classroom situations. Training natural situations introduced multiple baseline design across Both use frequency maladaptive grabbing yelling measured. Results indicate that sign had no effect on or responses. setting functionally related both school day, dramatic reduction yelling. Implications for language instruction, behavior are addressed. ability is fundamental broad array individual pat terns. One method communication has proven functional severely handi capped autistic individuals (Cohen, 1981; Stremel-Camp bell, Cantrell & Hall, 1977). It evident large number who do have verbal skills can learn (Fristoe Lloyd, 1979; Hopper Helmick, 1977; Moores, 1974; Poulton Alogozzine, 1980; Schepis et al., 1982). If this skill be useful, however, signing should extend yond those experienced day-to-day living. Generaliza tion type assumed. While examples nontrained exist (Schaeffer, Musil, Kollinzas McDowell, 1977), there equally strong demonstra 1 activity which subject report supported whole part by U.S. De partment Education, Contract 300-82-0362. However, opinions expressed herein necessarily reflect position policy Department official endorse ment inferred. 2 authors express appreciation Julie Wil liams, G. Thomas Bellamy, Shawn M. Boles, Barbara Wilcox comments earlier drafts study, Marv Wilkerson, Ellen Adler, Linda Hall their cooperation imple menting intervention. tions poor (Carr, 1982; Ful wiler Fouts, 1976; Kohl, Karlan, 1978; Konstantareas, Oxman Webster, 1978). Programs designed teach must address procedures ensuring will used beyond training. In addition providing students mode communication, lan guage been associated substantial re ductions inappropriate behaviors Creedon, 1973; Miller Miller, 1973). For example, Casey (1978) reported duction several different deviant after children taught language. Similarly, Durand Carr (1983) demonstrated instruc rel ted reduced self-stimulatory behavior. This correlation between improved com munication haviors raises issue using instruction one eliminating appropriate present study addresses two research questions: (a) What comparative effects simulated versus methods producing per formance (b) relationship mal adaptive behaviors? Teaching Manual Sign Language Nonverbal Student / 39 content downloaded from 157.55.39.163 Wed, 23 Nov 2016 04:18:59 UTC All http://about.jstor.org/terms Method regular public school. included eleven five adult staff. Instruc Subject Setting conducted small groups . ,. ... • one-to-one an 11-year-old male, diagnosis "autism" IQ below 40 measured Wechsler Intelligence Scale Measurement Children (Revised) (his exact score withheld district policy). primary dependent variables good receptive "use signs" "grabbing but extremely limited yelling" presented expressive Prior he stimulus conditions listed Table 1. exposed A third variable percent training, any conventional correct responses during ses sions. initiated response Data collected de teacher requests reduce subject's rate pendent normal class day. room routine graduate student special Systematic observation antecedent education. Each time pre consequent events these besented indicated pattern 1, his following specific 15 seconds recorded and/ (see 1). Teacher yelling," "appropriate signing," praise yelling, time' 'other.'' Grabbing and/or defined out "physically removing unoffered items unsuccessfully prior study. others" "verbal emitted at elementary, volume above conservation." Ap education lapropriate "production beled "trainabiy mentally retarded" within American (ASL)