A comparison of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy.

The effectiveness of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy was investigated. The subject received training in all three methods by three teachers on each of 18 days. The order of methods and teachers was counterbalanced daily. The study incorporated a 27-word vocabulary composed of nouns, adjectives (colors), and verbs. The dependent variable was the number of correct responses during three daily sets of 20 assessment trials. Results suggest nonsignificant differences among the three methods. A secondary purpose was to investigate systematically the concomitant increases in subject-initiated interactions and eye contact accompanying the language training. The subject was observed during 10-min rest periods following each of the three daily language sessions; the occurrence of behaviors during timed intervals served as the dependent variables. Significant increases for subject-initiated interactions involving physical contact were observed.