A literature review was conducted to describe important concepts involved in functional analysis of verbal behavior as well as to evaluate empirical research findings on acquisition of picture exchange-based vs. signed mands to suggest instructional implications for teachers and therapists to teach functional communication skills to children with…

Research evaluating augmentative and alternative communication (AAC) options shows general support for various strategies (e.g., manual sign, picture exchange) in teaching individuals with autism (ASD) and intellectual disabilities (ID) to request basic wants and needs. However, the overall quality and quantity of research is diluted by the…

The article presents a summary of the language characteristics of autistic children and relates them to existing research supporting both sign alone and sign plus speech as viable training modes. Procedures for determining the optimal sign teaching mode for a given child are also discussed. (Author/SB)

A discussion of techniques developed to foster spontaneous verbal language in autistic children. Signed speech refers to the simultaneous production of signs and speech. After several months of this, the signs are faded out and the verbal language remaining is employed in a creative fashion. (AMH)

Sixty minimally verbal autistic children (mean age five years) were exposed to one of four language training conditions: speech alone, sign alone, or simultaneous or alternate presentation of speech and sign. Regardless of training condition, pretreatment verbal imitation ability positively predicted the size of child-initiated spoken vocabulary…

Considers the signed speech of nonverbal children and the unsigned speech that evolves. Discusses possible explanations for signed speech as a development of linguistic functions. Makes suggestions for research on the relationship between language acquisition by nonverbal children and by normal infants. (PMJ)