Spontaneous Language Use Research Articles

Language training with autistic children using four different modes of presentation

The purpose of this study was to determine (1) whether comprehension, production, and spontaneous use of language are greater following language training by sign-alone, speech-alone, simultaneous communication, or alternating between speech and sign; (2) whether high- and low-verbal imitators benefits from the same mode of treatment; and (3) whether retention of the language skills differs among the four training conditions. Subjects were 60 moderate to severe autistic children randomly assigned to one of four treatment conditions. Subjects were divided into high- and low-verbal imitators based on verbal imitation performances. The results indicated that the high-verbal imitators did equally well in all four treatment conditions, while the low-verbal imitators did poorest in the speech-alone condition. The high-verbal imitators performed better than did the low-verbal imitators in all of the treatment conditions. Words or signs learned were retained for three months after treatment regardless of the treatment condition or level of imitative ability. The results were discussed in terms of the efficacy of using sign language with autistic children.

Teaching Language in the Natural Environment: An Analysis of Spontaneity

A rationale for the importance of analyzing spontaneous language use by persons with severe disabilities is offered. Definition represents the first barrier. A continuum of cues that occasion language responses is recommended to resolve definitional ambiguities. The same continuum can be invoked for training purposes. Three recent studies representing state-of-the-art procedures for teaching spontaneous language use are reviewed. Finally, future directions for conceptualizing, analyzing, and teaching spontaneous language use are discussed.

Getting Them All into the Act: Using Audience Participation to Increase the Effectiveness of Role‐Play Activities

ABSTRACT Foreign language teachers often use role‐play and simulation activities to encourage spontaneous language use in the classroom. Although these activities are a useful tool in developing student communicative competence, they have several inherent problems which can limit their effectiveness. Typically, three or four students act out a scene while the rest of the class watches. The majority of the class, therefore, has no active role in the activity.This paper describes several organizational strategies designed to increase the level of audience participation in role‐play and simulation activities. By giving non‐performing students a specific task during a role play, they become more involved in the experience, and the time devoted to these activities becomes more productive and more enjoyable for all students.

Effects of vestibular stimulation on spontaneous use of verbal language in developmentally delayed children.

The relationship between vestibular stimulation and language development in a group of five primary trainable mentally deficient and five developmentally retarded preschoolers was studied. Subjects received vestibular stimulation prior to a free play situation and were monitored for spontaneous recognizable language use. Results indicated an increase in spontaneous verbal language use for both groups immediately after the stimulation periods, and suggest vestibular stimulation as an effective nonverbal intervention method for the facilitation of spontaneous language.

SOME GENERALIZATION AND FOLLOW‐UP MEASURES ON AUTISTIC CHILDREN IN BEHAVIOR THERAPY1

We have treated 20 autistic children with behavior therapy. At intake, most of the children were severely disturbed, having symptoms indicating an extremely poor prognosis. The children were treated in separate groups, and some were treated more than once, allowing for within- and between-subject replications of treatment effects. We have employed reliable measures of generalization across situations and behaviors as well as across time (follow-up). The findings can be summarized as follows: (1) Inappropriate behaviors (self-stimulation and echolalia) decreased during treatment, and appropriate behaviors (appropriate speech, appropriate play, and social non-verbal behaviors) increased. (2) Spontaneous social interactions and the spontaneous use of language occurred about eight months into treatment for some of the children. (3) IQs and social quotients reflected improvement during treatment. (4) There were no exceptions to the improvement, however, some of the children improved more than others. (5) Follow-up measures recorded 1 to 4 yr after treatment showed that large differences between groups of children depended upon the post-treatment environment (those groups whose parents were trained to carry out behavior therapy continued to improve, while children who were institutionalized regressed). (6) A brief reinstatement of behavior therapy could temporarily re-establish some of the original therapeutic gains made by the children who were subsequently institutionalized.