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ricerca
nel sito
motori di rierca
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documenti nella sezione
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analisi della letteratura
in merito alla comunicazione facilitata
(cenciarelli i., mona a., 1999)
autismo:
è legato alla carenza di un enzima? - abstract
(cohen e., 1997)
autismo e linguaggio
(atzori g., 2003)
autismo ed epilessia
(a cura del prof. curatolo p., 1999)
dimetilglicina, un
metabolite non tossico e l'autismo
(rimland b., 1996)
i testi dei facilitati
svolgono le funzioni della lingua parlata?
(cenciarelli i., 1999)
il legame fra il
vaccino mmr e l'autismo ora č pių chiaro
(fracer l., 2000)
il profilo cognitivo
delle persone autistiche
(mona a., 1999)
l'autismo: nuovi
esami per trovarne le cause e migliorarne la prognosi
(hanau c., tratto dal sito 'autismo triveneto', 1999)
l'intervento evolutivo
multicomponenziale (i.e.m.) in soggetti autistici
(guazzo g. m., aliperta d., cozzolino g., fabrizio c., liotta
d., trinchese i., pervenuto alla bma il 12-11-2000)
l'uso di diete senza
glutine e caseina con persone con autismo
(autism research unit, 1999)
la comunicazione
facilitata in ambito giudiziario
(cenciarelli i., mona a., 1999)
le rappresentazioni
della relazione tra operatori e bambini autistici
(d'amore s., onnis l., 1998)
linguaggio segnato
o comunicazione simultanea
(edelson s. m.)
risultati a lungo
termine per bambini con autismo che hanno ricevuto un trattamento
comportamentale intensivo precoce
(O. I. Lovaas, J. J. McEachin, T. Smith, 1993)
ruolo dell'immunogenetica
nella diagnosi di patologie post-vaccinali nel sistema nervoso centrale
- abstract
(montinari m. g., 1995)
secretina, aggiornamento
di dicembre 1999: la questione della sicurezza
(rimland b., 1999)
secretina: notizie
positive e negative alla "fine del primo inning"
(rimland b., 1999)
sistema immunitario
e autismo: alcune considerazioni
(colamaria v., pervenuto alla bma il 18-04-2001)
teoria della mente
e autismo
(atzori g., 2003)
trattamento comportamentale
ed educazione normale e funzionamento intellettivo nei bambini
autistici
(lovaas o. i., 1987)
un trattamento
omeopatico per l'autismo
(micozzi a., benassi f., 2002)
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indietro
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SIGNED SPEECH OR SIMULTANEUS COMMUNICATION
Sign language was first developed as a means of communication
for hearing-impaired individuals. Sign language has also been used
to teach people with developmental disabilities who have little
or no communication skills. Teaching autistic children how to use
sign language is not as common a practice today as in previous years,
possibly due to an increase in the use of computerized com-munication
systems. However, research suggests that teaching sign language
along with speech will likely accelerate a person's ability to speak
(Creedon, 1976; Kopchick, Rombach, & Smilovitz, 1975; Larson,
1971; Miller & Miller, 1973). Teaching sign language and speech
at the same time is often referred to as Signed Speech, Simultaneous
Communication, or Total Communication.
Sign language is useful for those individuals who have little or
no verbal abilities or communication skills. It is not recommended
for those who have a relatively large vocabulary. Furthermore, persons
with a variety of functioning levels can be taught to use sign language.
Many aberrant behaviors associated with autism and other developmental
disabilities, such as aggression, tantrumming, self-injury, anxiety,
and depression, are often attributed to an inability to communicate
to others. Signed Speech may, at the very least, allow the person
to communicate using signs and may stimulate verbal language skills.
When teaching a person to use sign language, another possible benefit
may be the facilitation of their attentiveness to social gestures
of others as well as of themselves.
There are several different forms of sign language; and when implementing
Signed Speech, it is best to use the 'Signing Exact English' or
"Signed English" method. This form of sign language uses the
same syntax as spoken language, and this method will help facilitate
the use of syntactic rules of spoken language. For example, a statement
using both Signed English and speech would be: "Look at the
table." In contrast, the syntax of American Sign Language would
be: 'Table look.' Since the majority people do not understand sign
language, it may be ideal to use some form of picture system or
computerized communication device in addition to Signed Speech to
enable communication with those who do not understand the signs.
When beginning a sign language program, it is best to start with
signs expressing basic needs, such as the need to eat, drink, and
use the toilet. In this way, the person will be motivated to use
the signs to communicate needs. In addition, it may take anywhere
from a few minutes to a few months to teach the first sign; but
as the person acquires more and more signs, they will be much easier
and faster to learn.
As mentioned above, learning to speak is usually accelerated by
teaching sign language and speech at the same time. One possible
reason is that both forms of communication stimulate the same area
of the brain. PET Scans, which measure the amount of activity occurring
in the brain at a given time, indicate that the same area of the
brain is activated when a person talks or when a person uses signs
(Poizner, Klima, & Bellugi, 1990). Thus, when utilizing the
Signed Speech method, the area of the brain involved in speech production
is receiving stimulation from two sources (signing and speaking)
rather than stimulation from one source (signing or speaking).
In conclusion, teaching sign language to people with autism and
other developmental disabilities does not interfere with learning
to talk; and there is research evidence indicating that teaching
sign language along with speech will actually accelerate verbal
communication.
Benson Schaeffer, Ph.D., has written an excellent book on Signed
Speech. You can write to him to learn more about his book. Dr. Schaeffer's
address is: Emanuel Medical Office Bldg., 501 N. Graham; Suite 365,
Portland, OR 97227.
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