Purpose: The purpose of this study was to examine and compare the development of proto-imperative and proto-declarative utterances in normally developing, non-neonatally screened, profoundly deaf toddlers. Method: Both types of proto-declarative are considered to be the most basic prelinguistic and early linguistic communicative functions.…

The controversy between the oral and the total communication approach to deaf education is reviewed and a study of the use of acquired speech by 71 deaf adults in Nigeria is presented. Questionnaire results are discussed in terms of demographics, cause and age at onset of deafness, use of amplification, school achievement, type of employment,…

Intended for speech and language pathologists, teachers, and others, the book serves as an introduction to the use of total communication with autistic and other severely impaired populations. A brief introduction addresses sign language adaptation, criteria for choosing a core vocabulary, and a hierarchy of receptive and expressive skills.…

Originally given as an exhibit of National Technical Institute for the Deaf materials and procedures, the article consists of three sections: Manual/Simultaneous Communication Department (M/SCD) materials and procedures, M/SCD organization, and M/SCD responsibilities. (PHR)

Discussed are various aspects of the "total communication" concept of deaf education that have been neglected, including diagnosis, teacher certification, amplification, voice and sign, speechreading, speech teaching and development, and skill in sign language. (DLS)

Twenty-eight deaf adolescents enrolled in a day-class program for the hearing impaired were administered a battery of four short factual stories using oral, manual, simultaneous, and interpreted modalities of communication. (Author/PHR)

This approach to working with families under stress recognizes the family as a system interacting via communication patterns among its own members and within a larger context of peers, neighbors, school, work, and community agencies. Presented to the Canadian Guidance and Counseling Association, June 1975 at Vancouver, British Columbia. (Author)

Total communication procedures were used with three severely mentally retarded children (mental ages 2 to 4) to examine the effects of receptive speech on the acquisition and maintenance of manual signing. Signs corresponding to known words were generally acquired faster and retained better than signs corresponding to unknown words. (Author/JW)

The author presents a rationale for a total communication approach (involving speech, speechreading, amplification, writing, sign language, and fingerspelling) in educational programs for deaf persons. (GW)

The relative effectiveness of total communication and oral communication training in a parent-assisted, home-based language intervention program was studied with 15 Down's syndrome children, 18-36 months old. (Author/SEW)

Three Spanish deaf preschoolers were taught receptive vocabulary in oral English, English sign-mix, oral Spanish, Spanish sign-mix, and sign alone. Subject one learned best using sign alone. Subject two performed best using oral Spanish or sign alone. Subject three seemed to profit from sign, Spanish sign-mix, or oral English. (Author/SW)

The article analyzes the controversy over total communication vs. oralism in the education of hearing impaired students, notes the differences between speech and language, and suggests points to be considered by parents in deciding on one or the other approach. (CL)

Discusses learning to read by hearing impaired children and maintains that given a language base (in sign alone, oral and/or signed English), a total communication environment, and the opportunity to utilize various modes to decode written English, it appears likely that hearing impaired children can develop reading and writing skills in English.…

The differences between Pidgin Sign English and American Sign Language in simultaneity, or the visible presence of two or more linguistic units (manual or nonmanual) co-occurring, are demonstrated. Differences are exemplified in handshape-classifier pronouns, directional verbs, co-occurring manual signs, and nonmanual behavior. (PMJ)