The Perception and Processing of Information by Severely Dysfunctional Nonverbal Children: A Rationale for the Use of Manual Communication

Recent reports have indicated that nonverbal, autistic, and autistic-like children can learn to communicate with sign language. Whereas speech training has proven effective for children with some initial capacity for vocal imitation, it has been strikingly unsuccessful for many others who were mute or non-imitating. The information processing peculiarities of severely dysfunctional, nonverbal children appear to be better suited to the sensory and response requirements of a manual as compared to a vocal language medium. Motivational factors and unique characteristics of sign language systems and training procedures are suggested as contributing to these children’s ability to make progress within a manual communication medium. The role of linguistic retardation is stressed as central to the constellation of autistic symptoms, and manual language is recommended as an alternative mode of communication for children unable to profit from speech therapy.