Teaching autistic children to use sign language: some research issues

Area of Science:

• Linguistics
• Developmental Psychology
• Behavioral Science

Background:

• Nonverbal autistic children often face communication challenges.
• Sign language is explored as an alternative communication system.

Purpose of the Study:

• Investigate sign language's impact on speech development in nonverbal autistic children.
• Determine the scope of sign language acquisition, including abstract concepts and syntax.
• Assess whether sign language training improves overall adaptive functioning.

Main Methods:

• Analysis of data from simultaneous communication training and vocal training interventions.
• Examination of sign acquisition in relation to abstract concepts and generative skills.
• Evaluation of behavioral changes, including spontaneous communication, self-stimulatory behavior, and social skills, post-sign training.

Main Results:

• Simultaneous communication training alone showed limited speech gains in mute children, but combined with vocal training, it may enhance speech development.
• Children with strong verbal imitation skills benefited from simultaneous communication training alone.
• Sign language acquisition extends to abstract concepts and syntax, with operant conditioning principles applicable to complex signing.
• Some children exhibited improved spontaneous communication, reduced self-stimulatory behavior, and enhanced social skills, but these effects require careful interpretation.

Conclusions:

• Sign language can be a viable communication tool for nonverbal autistic children.
• The effectiveness of sign language in promoting speech development is contingent on the child's existing verbal skills and training methods.
• Sign language acquisition can encompass complex linguistic elements and potentially lead to broader behavioral improvements.