A Program of Language Training for the Severely Language Handicapped Child

Abstract

A sequence of language training procedures for the severely language handicapped child is presented. The procedures are based on the authors' research as well as the recent investigations of other speech and language specialists. Language components specifically dealt with are operant audiometry, receptive vocabulary, imitation, naming, and sentence production.

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI1

“…Thus, it is not unusual that many attempts to modify the speech and language-related skills of such populations have occurred (Baer, Peterson, and Sherman, 1967;Bricker and Bricker, 1970;Johnson, Capobianco, and McLean, 1970;Miller, 1960 (Spradlin, 1963).…”

Language Programming for the Severely Handicapped

“…There are exceptions to this, of course. Bricker and Bricker (1970) and Sailor, Guess, and Baer (1973), for example, have provided language programs which are both well-developed and sequenced in a manner which contributes significantly to providing an answer to the question, "What do I want to teach?" The following guidelines may be of further assistance in selecting specific content for inclusion in a language training program.…”

“…Much recent work has suggested that longitudinal, well-planned programs for teaching language skills to severely and profoundly handicapped students can be effective (Baer & Guess, 1971 ;Bricker & Bricker, 1970;Guess, Sailor, Rutherford & Baer, 1968;Lovaas, 1968).…”

An Organizational Model for Preparing Future Special Educators

“…Based on the work of Weikart and Wiegerink (1967), Ora and Wiegerink (1969), Risley (1968), Gray and Klaus (1969), and Bricker and Bricker (1971), the early-education task force is systematically investigating different service-delivery systems and their component parts: organization, curriculum, training, research, and evaluation.…”