Acquisition of non-vocal communication and discrimination learning in severely handicapped children

Abstract

Communication deficiencies have long been recognized as among the most conspicuous and debilitating limitations in severely developmentally delayed and multiply handicapped children. Nearly all autistic children with an IQ below 50 fail to acquire speech and language (Howlin, 1981; Rutter, 1966). Likewise, about 75 per cent of all retarded children with IQs below 50 show severe limitations in acquiring functional communication skills (Jordan, 1967; Reich, 1978).