Abstract
We present a view of language that crosses modal considerations (e.g.,speech vs. augmentative systems) and places language within an interaction framework. We emphasize the need to consider normal social, cognitive, and linguistic development in selecting program guidelines for developmentally delayed persons. We address the child's linguistic code not as a set of phonetic, syntactic, and semantic features that can be trained in isolation, but as a means by which he can exercise the various pragmatic uses of communication. In effect, our interest has thus expanded from the child alone to the child as one member of a communicating dyad. Programming in the areas of mother's verbal input, expanding children's language skills, training in augmentative systems — all reflect an overriding objective of optimizing the language-user's ability to successfully participate in interactions with other persons in his/her environment.
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Reference notes
Coggins, T., & Carpenter, R.Categories for coding pre-speech intentional communication. Unpublished manuscript, University of Washington-Seattle, 1978.
Calculator, S.Modifications in the speech of group mothers interacting with prelinguistic residents (infants and adults). Unpublished manuscript, University of Wisconsin-Madison, 1980.
Calculator, S.Nonverbal communication for the mentally retarded/physically handicapped: Discussion of the unicolor binary visual encoding board with general implications for communication board training. Unpublished manuscript, University of Wisconsin-Madison, 1979.
Calculator, S., & Dollaghan, C.Communicative interaction between nonverbal clients using augmentative systems and staff in a residential environment: A descriptive study. Unpublished manuscript, University of Wisconsin-Madison, 1980.
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Yoder, D.E., Calculator, S. Some perspectives on intervention strategies for persons with developmental disorders. J Autism Dev Disord 11, 107–123 (1981). https://doi.org/10.1007/BF01531344
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DOI: https://doi.org/10.1007/BF01531344