Abstract
As discussed previously, many individuals with developmental disabilities employ nonlinguistic systems of communication that are alternatives to linguistic or language-based options (i.e., alternatives to spoken language, signing, and graphic/pictorial systems). Whereas linguistic systems possess an orderly, systematic, and rule-governed arrangement of word groups, phrases, and sentences (i.e., they are syntactically driven), nonlinguistic systems do not. Also, nonlinguistic systems tend not to convey the depth and breadth of semantics or meaning that linguistic systems can provide. Viewing linguistic functioning as preferable to nonlinguistic functioning, many researchers and practitioners have attempted to assist individuals with developmental disabilities to develop linguistic systems of communication. Some efforts have proven worthwhile, whereas others have failed (Rowland & Stremel-Campbell, 1987). What has become increasingly evident is that certain individuals may never be able to develop linguistic competence. For these individuals, therefore, it becomes paramount for us to focus our attention on the development of nonlinguistic skills to satisfy the communicative needs and options for this group.
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Sternberg, L. (1991). The Sonoma Research Project: Issues, Variables, and Methods of Investigation. In: Sternberg, L. (eds) Functional Communication. Disorders of Human Learning, Behavior, and Communication. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9011-4_5
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DOI: https://doi.org/10.1007/978-1-4613-9011-4_5
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