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Effectiveness of picture communication symbols in the acquisition of specific American sign language vocabulary by deaf students with intellectual disabilities

University of British Columbia

This study utilized an adapted alternating treatments design to compare the effectiveness of a unimodal (ASL-only) instructional presentation and a multimodal (ASL+Picture Communication Symbols) instructional presentation in teaching American Sign Language (ASL) vocabulary words to two deaf children with intellectual disabilities. The results indicated that, overall, instruction resulted in increases in the participants' ability to produce unknown ASL vocabulary. However, the two participants demonstrated differences in their ability to produce the target ASL vocabulary words correctly. For one participant, the ASL+PCS instructional condition was somewhat more effective, but no difference across the two conditions was demonstrated for the second participant. The results are discussed in terms of their educational and research implications, limitations, and applicability to future research.

Thesis/Dissertation

application/pdf

2009-06-16

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http://hdl.handle.net/2429/9257

Special Education

University of British Columbia

UBCV

DSpace