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Peer reviewedRaghavendra, Parimala; Fristoe, Macalyne – Journal of Speech and Hearing Research, 1995
Forty 3-year-olds learned either 12 standard Blissymbols (SBS) or their enhanced forms (EBS). Results demonstrated that the subjects learned EBS faster than SBS, remembered more EBS than SBS, did not differ in the communicative use of SBS and EBS, and were affected more negatively when presented with the untrained SBS than EBS. (Author/JDD)
Descriptors: Augmentative and Alternative Communication, Preschool Education, Retention (Psychology), Symbolic Language
Peer reviewedKoul, Rajinder K.; Schlosser, Ralf W.; Sancibrian, Sherry – Focus on Autism and Other Developmental Disabilities, 2001
This article reviews research on the role of symbolic, referent, and instructional variables on the acquisition of augmentative and alternative communication (AAC) symbols by individuals with autism and severe speech and language impairments. Two vignettes illustrate findings of the review. (Contains references.) (Author/DB)
Descriptors: Adults, Augmentative and Alternative Communication, Autism, Children
