TY - JOUR
T1 - Tangible symbols, tangible outcomes
AU - Rowland, Charity
AU - Schweigert, Philip
N1 - Funding Information:
This article is dedicated to the memory of Betty Brummett, whose assistance was essential to the success of this project. Thanks also to the educational staff, students, and families who participated in this project for their contributions to our research and demonstration efforts. This paper is partially based on a presentation to the ISAAC conference in Dublin in 1998. Preparation of this article was supported in part by U.S. Department of Education Grant #H180E30056 to Washington State University.
PY - 2000
Y1 - 2000
N2 - A 3-year study on the use of tangible symbols (i.e., objects and pictures used as symbols) by 41 children with a variety of handicapping conditions was conducted to follow up on an earlier study by the authors that revealed their utility for children who are deafblind. The vast majority of participants learned to use tangible symbols, allowing them to overcome the restrictions imposed by gestural communication. A number of the participants progressed beyond tangible symbols and learned to use abstract symbol systems, including speech. A few of the participants did not learn to use tangible symbols during the time span available for intervention. Data describing the progress of participants are presented. Participants are grouped according to outcome, and the characteristics of each group are discussed in terms of the communication skills of participants as they began intervention.
AB - A 3-year study on the use of tangible symbols (i.e., objects and pictures used as symbols) by 41 children with a variety of handicapping conditions was conducted to follow up on an earlier study by the authors that revealed their utility for children who are deafblind. The vast majority of participants learned to use tangible symbols, allowing them to overcome the restrictions imposed by gestural communication. A number of the participants progressed beyond tangible symbols and learned to use abstract symbol systems, including speech. A few of the participants did not learn to use tangible symbols during the time span available for intervention. Data describing the progress of participants are presented. Participants are grouped according to outcome, and the characteristics of each group are discussed in terms of the communication skills of participants as they began intervention.
UR - http://www.scopus.com/inward/record.url?scp=0033684398&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0033684398&partnerID=8YFLogxK
U2 - 10.1080/07434610012331278914
DO - 10.1080/07434610012331278914
M3 - Article
AN - SCOPUS:0033684398
SN - 0743-4618
VL - 16
SP - 61
EP - 78
JO - AAC: Augmentative and Alternative Communication
JF - AAC: Augmentative and Alternative Communication
IS - 2
ER -