@article{01f141183e5142f7a10855b2e7ed2be7,
title = "Tangible Symbols: Symbolic Communication for Individuals with Multisensory Impairments",
abstract = "Many individuals with multisensory impairments fail to bridge the gap between presymbolic communication and formal language systems such as speech or manual signs. This paper discusses the use of tangible symbolsmanipulable symbols (objects or pictures) that bear a clear perceptual relationship to a referent by individuals who are not able to acquire abstract symbol systems. A sequence of communication development that accommodates the use of tangible symbols is presented, as well as two brief case histories illustrating the acquisition of tangible symbol systems by individuals with multisensory impairments. Finally, data on the progress of nine individuals who were taught to use tangible symbols is presented.",
keywords = "Aided Communication, Concreteness, Dual Sensory Impairments, Graphic Symbols, Iconicity, Intervention, Symbol Systems, Tangible Symbols, Visual Impairment",
author = "Charity Rowland and Philip Schweigert",
note = "Funding Information: Preparation of this article was supported in part byfor individuals with sensory impairmeBnatltsi.m ore: Paul Brookes. Grant No. G008530113 from the U.S. Department ofIndividuals with Multisensory Impairments (Videotape and Manual).Rowland, C., &. Schweigert, P. (1989). Tangible Symbol Systems for Education to the Teaching Research Division of theTucson: Communication Skill Builders. Oregon Department of Higher Education. Siebert, J., & Hogan, D. E. (1981E)x. tended profile for the early Address reprint requests to: Charity Rowland, Ph.D.,Center.social communication scaleMsi.a mi: University of Miami, Mailman Oregon Research Institute, 1899 Willamette, Suite 2,Song, A., Jones, S., Lippert, J., Metzger, K., Miller, J., & Borreca, C. Eugene, OR 97401, USA. (1980). Wisconsin behavior rating scaMlea. dison, WI: Central Wisconsin Center for the Developmentally Disabled. Stillman, R., & Battle, C. W. (1984). Developing prelanguage com-munication in the severely handicapped: An interpretation of the van Dijk methodS.e minars in Speech and Language1, 559, -170. Carrier, J. K., & Peak, T. (1975N).o n-speech language initiation Stillman, R. D., & BattlCe., W. (1986).C allier-Azusa Scale H: Cog-program (Non SLIP)L.a wrence, KS: H & H Enterprises. nition and communicatioDna. llas, TX: University of Texas at Dallas. Dunst, C. J. & Lowe, L. W. (1986). From reflex to symbol: DescribinSg,tremel-Campbell, K., Johnson-Dorn, N., Clark-Guida, J., & Udell, T. explaining and fostering communicative competAeungcem. entative (1984).C ommunication curriculuMmo. nmouth, OR: Teaching Re-and Alternative Communication1, 12-,1 8. search. Gelfand, D. M., & Hartman, D. P. (197C5h)il.d behavior analysis and Umholtz, R., & Rudin, D. (1981). Teaching time concepts through the therapy.N ew York: Pergamon Press. use of concrete calendars. Unpublished manuscript. Texas School Halle, J. (1984). Arranging the natural environment to occasion lanf-or the Blind, Deaf-Blind Annex. Austin, TX. guage: Giving severely language-delayed children reasons to covma-n Dijk, J. (1966). The first steps of the deaf-blind child toward municateS. eminars in Speech and Language1, 855, -198. language.I nternational journal for the Education of the Blind, 15, Koegel, R. L., O{\textquoteright}Dell, M. C., & Koegel, L. K. (1987). A natural language 112-114. teaching paradigm for nonverbal autistic chJilodurrenna. l of Autism van Dijk, J. (1967)T.h e non-verbal deaf-blind child and his world: His and Developmental Disorders, 11877, -200. outgrowth towards the world of symJbaoalrsv. erslag, lnstitut voor Lloyd, L. L., & Karlan, G. R. (1984). Non-speech communicationDoven. symbols and systems: Where have we been and where are wWearren, S., & Rogers-Warren, A. (198T5e)a. ching functional lan-going? Journal of Mental Deficiency Research, 32-82,0 . guage,A ustin, TX: Pro Ed. McLean, J. E., Snyder-McLean, L., Jacobs, P., & Rowland, C. (1981).Werner, H., & Kaplan, B. (196S3y).m bol formationN.e w York: John Process-Oriented Educational Programs for the Severely/Pro-Wiley. foundly Handicapped Adolescent. Parsons, KS: Bureau of ChilWd oodcock, R. W., Clark, C. R., & Davies, C. O. (19T6h9e). Peabody Research, University of Kansas. Rebus reading programC.i rcle Pines, MN: American Guidance McNaughton, S., & Kates, B. (1980). The application of Blissymbolics.Service. In R. L. Schiefelbusch (Ed.N),o nspeech language and communi-Writer, J. (1984). The development of non-oral, prelinguistic commu-cation( pp. 303-322). Baltimore; University Park Press. nication systems appropriate for use in natural environments. Paper Romski, M. A., Sevcik, R. A., & Joyner, S. E. (1984). Nonspeech presented to the Eleventh Annual TASH Conference, Chicago.",
year = "1989",
month = jan,
day = "1",
doi = "10.1080/07434618912331275276",
language = "English (US)",
volume = "5",
pages = "226--234",
journal = "Augmentative and Alternative Communication",
issn = "0743-4618",
publisher = "Informa Healthcare",
number = "4",
}