Simplified Signs - Contents

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Preface and Acknowledgments		xi
	Postscript	xxiii

1.	Introduction	1
	Addressing Concerns about Sign-Communication Training and Teaching	4
	Special Populations	8
	The Simplified Sign System	12
	Goals, Clarifications, and Recommendations	21
	Other Potential Users of the Simplified Sign System	23
	Contents and Structure of the Two Volumes	28

2.	Use of Manual Signs and Gestures by Hearing Persons: Historical Perspectives	31
	The Origins of Language	33
	Signs as a Natural and Universal Form of Communication	37
	Gestural and Sign Use Cross-Culturally	40
	Sign Communication in North America	42
	Europeans in the New World and their Communicative Interactions through Signs	47
	Early European Gestural Communication	51
	Concluding Remarks	54

3.	Deaf Persons and Sign Languages	55
	Deaf Education and the Recognition of Sign Languages	56
	Sign Production	63
	Different Sign Languages and Obstacles to Sign Communication Worldwide	68
	Unique Aspects of Sign Languages	72
	Iconic Signs	76
	Sign Language Acquisition	82
	Concluding Remarks	90

4.	Sign Communication in Persons with an Intellectual Disability or with Cerebral Palsy	93
	An Early Study	95
	Intellectual Disability	97
	Cerebral Palsy	119
	Recommendations for Enhancing the Sign-Learning Environment	127
	Selecting Signs	137

5.	Childhood Autism and Sign Communication	141
	Childhood Autism	142
	Sign-Communication Training and Teaching	152
	Dispelling Myths	158
	Teaching Generalization and Spontaneous Communication Skills	162
	Motor and Imitation Abilities	164
	Other Non-Oral Approaches	172
	Evaluative Comments	183

6.	Sign-Communication Intervention in Adults and Children with Aphasia	187
	Introduction to Aphasia and Apraxia	188
	Sign-Communication Training Outcomes	197
	Sign Facilitation of Spoken Language	210
	Acquired Childhood Aphasia and Landau-Kleffner Syndrome	214
	Developmental Language Disorder and Childhood Apraxia of Speech	220
	Concluding Remarks	233

7.	Use of Manual Signs and Gestures by Hearing Persons: Contemporary Perspectives	235
	Teaching Signs to Hearing Infants of Hearing Parents	237
	Socioeconomic Intervention Programs and Language	243
	Attention-Deficit Hyperactivity Disorder (ADHD) in Academic Settings	250
	Using Manual Signs to Improve Reading Comprehension	255
	Facilitating Foreign Language Vocabulary Acquisition	258
	Learning to Sign May Positively Affect One’s Cognitive Abilities	268
	Concluding Remarks	277

8.	Development of the Simplified Sign System	281
	Background Information	281
	Step One: Iconic Sign Selection	288
	Step Two: Sign Formation Modification	290
	Step Three: Testing of Simplified Signs with Undergraduate Students	293
	Step Four: Comparison Testing of Simplified Signs	298
	Step Five: Feedback from Users	303
	Step Six: Memory Aids	305
	Concluding Remarks	308

9.	Application and Use of the Simplified Sign System with Persons with Disabilities	311
	Approaches to Teaching the Simplified Sign System	312
	Guidelines for Using the Simplified Sign System	318
	Frequently Asked Questions	330
	Concluding Remarks	345

Appendix A: Sign Language Dictionaries and Other Sources		347
Appendix B: Handshapes		351
Appendix C: Palm, Finger, and Knuckle Orientation		357
	Palm Orientation	357
	Finger/Knuckle Orientation	360
Glossary		369
References		435
Author Biographies		555
Name Index		559
Subject Index		594

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