Teaching Nonvocal Communications to Nonverbal Retarded Children

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Abstract
Twenty-eight hearing, nonverbal, moderately to profoundly retarded children were successfully taught a nonvocal symbol system based on Premack's work in which plastic shapes represent words. Twenty-five profoundly retarded children learned an average of 10 symbols within six months. Slow learners (13 out of 25) generated one and two-word sentences. Three additional children with higher mental ages constructed more complex nine-symbol sentences, learning an average of 50 symbols. A matched control group was given equal time in one-to-one vocal interaction with analogous materials. Additional findings on pre-post testing were: (1) no significant differences in mental age, IQ, or vocalization between groups; (2) significant increase in attention span for the trained group and a significant decrease for controls; and (3) significant increase in receptive language and cooper- ation for slow learners, in contrast to controls. Conclusion: The symbol system is useful for nonvocal retardates where alternate communication models are not feasible.

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