AN EVALUATION OF THE RELATIONSHIP BETWEEN RECEPTIVE SPEECH SKILLS AND EXPRESSIVE SIGNING

We examined the effects of receptive speech on the acquisition of manual signing among three mentally retarded children. In an alternating treatments design, we compared the acquisition of expressive signs that were, versus were not, in a child's receptive vocabulary. The children were trained via total communication in which pictorial referents were named during sign training. Signs corresponding to known words were generally acquired faster and retained better than signs corresponding to unknown words. We conducted posttests to assess the stimulus control of signing and any changes in expressive and receptive signing and speech. Observed changes in performance could be accounted for by attention to aspects of the stimulus complex during training and functional equivalence of stimuli established by training.     

Areas of use of patient-centered actions

Various forms of patient-centered actions (acceptive listening, paraphrasing, verbalisation of emotional experience), their effects and their possible modes of action are described. The importance of the verbal encoding of prereflexive experience for counselling is dealt with at some length because it generally receives too little attention. The interview and counselling, which are special forms of patient-centered activity, are used as examples to show that patient-centered techniques should be varied to suit the purpose of concrete interactions and therapy sessions.     

A simple electrode to record fetal EEG for optimal signal analysis

A simple EEG electrode for Intrauterine use In the human fetus is described. The stainless steel screw electrode possesses low noise characteristics, is constructed from commercially available material, and is easily attached to the fetal head during labor. Principles of optical signal analysis as an improved method of spectral analysis of the fetal EEG are also presented. The optical system provides visual display and hard copy output of the fetal EEG.     

ACQUISITION OF EXPRESSIVE SIGNING BY AUTISTIC CHILDREN: AN EVALUATION OF THE RELATIVE EFFECTS OF SIMULTANEOUS COMMUNICATION AND SIGN-ALONE TRAINING

Two methods of training autistic children to use manual signs were compared. Two children, one mute and one capable of some verbal imitation, were taught to use signs as expressive labels for pictures of objects. Using an alternating treatments design, speed of sign acquisition was compared across two training conditions in which signs were presented either accompanied by, or without, the corresponding verbal label. In both conditions, the training procedure incorporated reinforcement, modeling, prompting, fading, and stimulus rotation. The efficacy of training in both treatment conditions was demonstrated by the use of a multiple baseline control across signs, but no clear differences in acquisition speed across conditions were apparent. Posttests conducted to assess stimulus control of signing, and learning of verbal labels when these were present in training, showed that the behavior of the imitative, but not the mute, child was controlled by the verbal stimuli. The implications of the results both for understanding deficits characteristic of autistic children and for developing appropriate language training procedures are discussed.     

Instructions for Authors

Instructions for Authors

Instructions for Authors     

HENRY THOREAU, NATURE, AND AMERICAN DEMOCRACY

In a famous passage from "Slavery In Massachusetts," Thoreau writes, "The remembrance of my country spoils my walk. My thoughts are murder to the State, and involuntarily go plotting against her."¹ Here is Thoreau the anarchist, the misanthrope, the self-righteous angry young man, as he is so often portrayed in the secondary literature. It would be easy to consider the issue resolved: the conventional wisdom about Thoreau's misanthropy and anarchism are demonstrated, and there is little more to say. It would also be a significant mistake—one that has been made over and over again by commentators on both his political views and his nature writings. Thoreau's comment is not the climax of "Slavery in Massachusetts," but rather is the prelude to the climax. Consider the passage that follows and leads to the conclusion of the essay: