A training sequence is presented for teaching the manual alphabet beginning with the hand shapes that look most like the letters they represent. Each manual letter is then paired with an associated word. (CL)

Suggestions of writers such as A. Holland and M. Lahey and L. Bloom are examined regarding their appropriateness for visual-manual communication and are applied to approximately 50 signs most frequently taught to retarded and autistic persons to aid in lexicon planning. Additional signs are proposed for extending this basic list. (Author/DLS)

The manual is intended as a course resource to help hearing secondary students learn to communicate with deaf peers or family members. The total communication approach is described and reasons for its use advanced. An introductory section explains the philosophy, general goals, and program objectives of the course. Ten lesson plans are then…

The reference manual of preferred sign language signs represents an effort by a special South Carolina task force to develop a single, systematized approach for signing in instructional settings throughout the state. The manual, which contains illustrations and instructions for formation of approximately 2,500 signs, was developed by establishing…

The three major sign language systems (American Sign Language, Pidgin Sign English, and Manual English) are compared in table form. A brief description of each language highlights salient points that parents of deaf children need to understand. (DB)

The use of nonspeech symbol sets (including manual signs and Blyssymbols) in language intervention with mentally retarded students is discussed. The selection and use of aided or unaided nonspeech symbol sets are considered, along with cognitive, sociocommunicative, technological, and motoric factors. (CL)

The authors describe the results from a study using sign language and the manual alphabet to improve spelling skills of learning disabled second graders. (SBH)

Aspects considered include whether and when to initiate auxiliary communication skill instruction, which auxiliary communication systems should be taught, which vocabulary items should comprise the initial communication content, and what instructional considerations should be made when attempting to teach auxiliary communication skills to severely…

The manual teaches SignFont, a written form of sign language. Following a brief introduction, the first of three major sections describes the SignFont alphabet, structured according to the parts of every sign that is written (handshape, action area, location, movement). The second section discusses in greater detail how the SignFont characters are…

The manual examines ways in which nonprofessional group home health care workers can enhance the communication and interaction skills of developmentally disabled clients. The communication process is explored in terms of information exchange, both verbal and nonverbal. Examples of vocal, nonvocal, and echolalic speech are offered and suggestions…

The article describes an assessment and instructional strategy for teaching severely handicapped individuals manual communication skills. (DLS)

The manual alphabet was used as an adjunct to a linguistic reading system to achieve the following goals with primary grade learning disabled children: (1) ensure attention, (2) reinforce the learning of phonemes, (3) guide the student if he had difficulties, (4) introduce prefixes and suffixes, and (5) provide the child with an independent…

This study of four moderately to severely aphasic subjects found that success in manual sign training programs is related to severity of aphasia, that aphasic subjects' propositional use of manual signs rarely follows simple acquisition, and that generalization to untrained stimuli or environments does not occur without additional training.…

During an eight-month treatment regimen utilizing simultaneous sign/speech input, all of the words of a young girl with Down's Syndrome were recorded. Analyses revealed that most of the words she initially signed were later spontaneously spoken and that most of her signed productions evolved into spontaneous spoken productions. (Author/JDD)

The article considers whether young deaf children of hearing parents should learn American Sign Language (ASL) as their first language and whether teachers in day high school programs should use manual communication. It concludes that, because ASL is the key to deaf culture, it should be used by parents and teachers. (DB)