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A simultaneous treatment comparison of oral, total communication and nonverbal language training programs for teaching expressive language skills to three nonverbal children/

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dc.contributor.authorBarrera, Ricardo D.
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.contributor.departmentPsychology
dc.date2023-09-23T11:36:04.000
dc.date.accessioned2024-04-26T20:39:37Z
dc.date.available2024-04-26T20:39:37Z
dc.date.issued1980
dc.description.abstractThis study was conducted in order to simultaneously compare the relative effectiveness of three different language training models (total communication sign training, nonverbal sign-alone training, oral (vocal) training), for teaching expressive language skills to three nonverbal children. A single subject, simultaneous treatment (multi-element) design with replication within and across subjects, was used to compare the rate of expressive word acquisition across training models. Results showed the total communication training model to be substantially superior to both oral and sign-alone" training models, and suggest that the use of physical prompts combined with multi-sensory inputs provide a basis for the demonstrated success.
dc.description.degreeThesis (M.S.)
dc.identifier.doihttps://doi.org/10.7275/hxhb-k773
dc.identifier.oclc32301430
dc.identifier.urihttps://hdl.handle.net/20.500.14394/44750
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2435&context=theses&unstamped=1
dc.source.statuspublished
dc.subjectAutism
dc.subjectPeople with mental disabilities
dc.subjectChildren
dc.titleA simultaneous treatment comparison of oral, total communication and nonverbal language training programs for teaching expressive language skills to three nonverbal children/
dc.typeopen
dc.typearticle
dc.typethesis
digcom.contributor.authorBarrera, Ricardo D.
digcom.identifiertheses/1299
digcom.identifier.contextkey6870821
digcom.identifier.submissionpaththeses/1299
dspace.entity.typePublication
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