Three profoundly retarded students (ages 6, 8, and 12) were taught prelanguage signalling behaviors (grasping the experimenter's finger and tapping the back of one hand with the other) to initiate co-active imitation behaviors with an adult. (JW)

A total of 48 children (aged 4-14) with severe pervasive developmental disturbance, exhibiting mutism, echolalia, or nonecholalic speech, were observed in their communicative behaviors across modalities. Levels of symbolization in gesture, play, and drawing were significantly intercorrelated and were most strongly correlated with the criterion…

The article describes three follow-up assessment models (community setting, residential setting, and check-up clinic) explored by an interdisciplinary augmentative communication team. Services offered and training provided to professionals, parents, and university-based students, as well as costs, advantages, and disadvantages, are summarized.…

Describes development of a learning module for students studying foreign languages, which usually depicts social behavior between the foreign language nationals to teach communicative competence in face-to-face interactions between nationals and students. Marketing of the module, which was first produced on videotape and later on interactive…

Suggests that an analysis of spontaneous speech collected in a simulation can provide insight into the way messages are produced and understood. Describes an experiment which used this technique to study the linguistic performance and communication strategies in anglophone children learning French. (SED)

Nonverbal behaviors associated with classroom conversation in Choctaw Indian and white middle class public schools were videotaped with two cameras providing a view of the teacher and class and the listener-gaze of individual students. Results indicated cultural differences in nonverbal behavior were associated with classroom interaction.…

A model to gauge students' levels of understanding during presentations, based on Craik's levels of cognitive processing, is proposed. Students' responses associated with each level are identified and discussed. (Author/MLW)

Systematic observation and a questionnaire format were used to investigate the relationship between posture sharing and self-report indications of rapport in a group situation--college seminar classrooms. The greater the amount of mirroring and congruent postures evidenced by students vis-a-vis the teacher, the higher the ratings of involvement.…

Analyzing particular encounters, this report identifies proven strategies to better control hostile conversations. Chapter 1, "Defusing the Angry Screamer," indicates the importance of controlling both voice and word choice, depersonalizing tirades, ascertaining triggering events, and being attuned to signs of escalation. Chapter 2,…

The verbal and nonverbal behaviors of 16 first-grade teachers were examined to assess differences based on sex and race of child and race of teacher. Results indicated that the White teachers directed more verbal praise and criticism and nonverbal praise toward males and more nonverbal criticism toward Black males. (Author/LC)

Advisors must beware of communication barriers with the students they serve and should develop specific skills in writing, speaking, listening, and nonverbal behaviors. (MSE)

Reviews various methods of communication for hearing-impaired individuals, including American Sign Language (ASL) and a computer system which analyzes speech and flashes appropriate symbols onto a wearer's eyeglass lenses to aid in lipreading. Illustrates how an ASL sign can be changed to create a new word. (Author/JN)

Overviews the contents of a three-unit booklet of Gestalt learning activities for elementary schoolchildren. Summarizes a program incorporating these activities, focusing on external and internal awareness and expressing feelings. Describes teacher and counselor roles in the program as well as student outcomes. Includes examples from each unit.…

Analyzed the following teacher communication behaviors: nonverbal immediacy, interpersonal solidarity, and communicator style. Studies suggest that perceptions of instructor communication variables differentiate effective and less effective instructors. (PD)

Contingent vibration was used to train a precommunication response in a spastic/quadriplegic profoundly mentally retarded boy (age 11). The results indicated an increase in the S's eye pointing behavior subsequent to the administration of response contingent vibration. (Author)