Profiles of the expressive communication skills of children and adolescents with severe cognitive disabilities

Education and Training in Mental Retardation and Developmental Disabilities

Volumn 34, Issue 1, 1999, Pages 77-89

  Mar, Harvey H ^a   Sail, Nancy ^b  

^a Och Spine at New York Presbyterian Hospitals   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002547952     PISSN: 10793917     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (20)

1. Bricker, D. (1992). The changing nature of communication and language intervention. In S. Warren & J. Reichle (Eds.), Communication and language intervention: Vol. 1. Causes and effects in communication and language intervention (pp. 361-375). Baltimore: Paul H. Brookes.
2. Carr, E. G., & Durand, M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.
3. Carter, M., Hotchkis, G. D., & Cassar, M. C. (1996). Spontaneity of augmentative and alternative communication in persons with intellectual disabilities: Critical review. Augmentative anil Alternative Communication, 12, 97-109.
4. Cirrin, F. M., & Rowland, C. M. (1985). Communicative assessment of nonverbal youths with severe/profound mental retardation. Mental Retardation, 23, 52-62.
5. Donnellan, A. M., Mirenda, P. L., Mesaros, R. A., & Fassbender, L. L. (1984). Analyzing the communicative functions of aberrant behavior. Journal of the Association for Persons with Severe Handicaps, 9, 201-212.
6. Franklin, K., Mirenda, P., & Phillips, G. (1996). Comparisons of five symbol assessment protocols with nondisabled preschoolers and learners with severe intellectual disabilities. Augmentative and Alternative Communication, 12, 63-77
7. Kaiser, A. P. (1993). Introduction: Enhancing children's social communication. In A. P. Kaiser & D. B. Gray (Eds.), Communication and language intervention: Vol. 2. Enhancing children's communication: Research foundations for intervention, (pp. 3-9). Baltimore: Paul H. Brookes.
8. McLean, J. E., & Snyder-McLean, L. (1988). Application of pragmatics to severely mentally retarded children and youth. In R. L. Schiefelbusch & L. L. Lloyd (Eds.), Language perspectives: Acquisition, retardation, and intervention (2nd ed., pp. 255-288). Austin, TX: Pro-Ed.
9. Reichle, J. (1991). Defining the decisions involved in designing and implementing augmentative and alternative communication systems. In J. Reichle, J. York, & J. Sigafoos (Eds.), Implementing augmentative and alternative communication: Strategies for learners with severe disabilities (pp. 39-60). Baltimore: Paul H. Brookes.
10. Reichle, J., Halle, J., & Johnston, S. (1993). Developing an initial communicative repertoire: Applications and issues for persons with severe disabilities. In A. P. Kaiser & D. B. Gray (Eds.), Communication and language intervention: Vol. 2. Enhancing children's communication: Research foundations for intervention (pp. 105-136). Baltimore: Paul H. Brookes.
11. Reichle, J., York, J., & Sigafoos, J. (Eds.). (1991). Implementing augmentative and alternative communication: Strategies for learners with severe disabilities. Baltimore: Paul H. Brookes.
12. Romski, M. A., & Sevcik, R.A. (1992). Developing augmented language in children with severe mental retardation. In S. Warren & J. Reichle (Eds.), Communication and language intervention: Vol. 1. Causes and effects in communication and language intervention (pp. 113-130). Baltimore: Paul H. Brookes.
13. Romski, M. A., Sevcik, R. A., Reumann, R., & Pate, J. L. (1989). Youngsters with moderate or severe mental retardation and severe spoken language impairments I: Extant communicative patterns. Journal of Speech and Hearing Disorders, 54, 366-373.
14. Rowland, C., & Stremel-Campbell, K. (1987). Share and share alike: Conventional gestures to emergent language for learners with sensory impairments. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments (pp. 49-75). Baltimore: Paul Brookes.
15. Sigafoos, J., Cole, D. A., & McQuarter, R. J. (1987). Current practices in the assessment of students with severe handicaps. Journal of the Association for Persons with Severe Handicaps, 12, 264-273.
16. Stillman, R. (1993). Communication: Presentation. In J.W. Reiman & P.A. Johnson (Eds.), Proceedings of the National Symposium on Chidren and Youth Who Deaf-Blind (pp. 129-139). (Available from Teaching Research Publications, 345 N. Monmouth Ave., Monmouth, OR 97361.)
17. Stillman, R., & Battle, C. (1983). The Collier Azusa Scale-H: Cognition and communication. Dallas, TX: University of Texas at Dallas.
18. Stillman, R., & Siegel-Causey, E. (1989). Introduction to nonsymbolic communication. In E. Siegel-Causey & D. Guess (Eds.), Enhancing non-symbolic communication interactions among learners with severe disabilities (pp. 2-12). Baltimore: Paul H. Brookes.
19. Wetherby, A. M., & Prizant, B. M. (1992). Profiling young children's communicative competence. In S. F. Warren & J. Reichte (Eds.), Communication and language intervention: Vol. 1. Causes and effects in communication and language intervention (pp. 217-253). Baltimore: Paul H. Brookes.
20. Wetherby, A. M., Yonclas, D. G., & Bryan, A. A. (1989). Communication profiles of preschool children with handicaps: Implications for early identification. Journal of Speech and Hearing Disorders, 54, 148-158.