Carr E G
J Autism Dev Disord. 1979 Dec;9(4):345-59. doi: 10.1007/BF01531444.
Three questions are raised with respect to the use of sign language as an alternative system of communication for nonverbal autistic children. First, does teaching a child to sign facilitate speech development? The data suggest that following simultaneous communication training, mute children are not likely to learn to talk; however, a combination of simultaneous communication training and separate vocal training may have a synergetic effect on speech development. In contrast, children who initially have good verbal imitation skills apparently show gains in speech following simultaneous communication training alone. Second, what is the upper limit of sign acquisition? Data suggest that abstract concepts, syntax, and generative skills can be taught. Procedures used in the operant conditioning of speech may prove useful in training complex signing skills. Third, does sign acquisition result in a general improvement in adaptive functioning? It appears that following sign training, some children do show increases in spontaneous communication, decreases in self-stimulatory behavior, and improvement in social skills. However, these outcomes are often difficult to interpret. Some data are described that help clarify the relationship between sign training and general behavioral improvement.
关于将手语作为非言语自闭症儿童的一种替代性交流系统的使用，提出了三个问题。首先，教孩子手语是否有助于言语发展？数据表明，在同时进行交流训练后，哑童不太可能学会说话；然而，同时进行交流训练和单独的发声训练相结合可能对言语发展产生协同作用。相比之下，最初具有良好言语模仿技能的儿童显然仅在同时进行交流训练后言语能力就会有所提高。其次，手语习得的上限是什么？数据表明，可以教授抽象概念、句法和生成技能。用于言语操作性条件反射的程序可能在训练复杂的手语技能方面证明是有用的。第三，手语习得是否会导致适应性功能的总体改善？似乎在进行手语训练后，一些儿童确实表现出自发交流增加、自我刺激行为减少以及社交技能提高。然而，这些结果往往难以解释。描述了一些有助于阐明手语训练与总体行为改善之间关系的数据。
