{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4485"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4485","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Effects of Sign Language on the Vocal Responses of a Child with Autism.","abstract":"Sign language is an effective form of alternative communication for persons with autism and other developmental disabilities. Only a few studies have systematically measured the effects of sign language on the vocal responses of its users. This study employed a multiple baseline design to evaluate the effects of sign language on the vocal responses of a four-year-old boy with autism. Results indicate that a reinforcement contingency placed only on sign responses is inadequate for maintaining vocal responses. When a reinforcement contingency is placed on sign responses as well as vocal responses that the user is capable of emitting in verbal imitation, both sign and vocal responses are maintained. Results are discussed in terms of the need for a reinforcement contingency placed on vocal and sign responses, the effects of teaching procedures on response variability, and the need for future research to examine procedures utilized to teach sign language to persons within the developmental disabilities population.","abstract_html":"Sign language is an effective form of alternative communication for persons with autism and other developmental disabilities. Only a few studies have systematically measured the effects of sign language on the vocal responses of its users. This study employed a multiple baseline design to evaluate the effects of sign language on the vocal responses of a four-year-old boy with autism. Results indicate that a reinforcement contingency placed only on sign responses is inadequate for maintaining vocal responses. When a reinforcement contingency is placed on sign responses as well as vocal responses that the user is capable of emitting in verbal imitation, both sign and vocal responses are maintained. Results are discussed in terms of the need for a reinforcement contingency placed on vocal and sign responses, the effects of teaching procedures on response variability, and the need for future research to examine procedures utilized to teach sign language to persons within the developmental disabilities population.","abstract_has_math":false,"creators":["Scarbro-McLaury, Jill"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Hyten, Cloyd"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05","date_published":"2004-05","updated_at":"2026-07-24T05:35:09Z","subjects":["Autistic children.","Sign language.","Verbal behavior.","sign language","autism","verbal behavior","vocal responses","verbal imitation"],"languages":["English"],"rights":["Public","Copyright","Scarbro-McLaury, Jill","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 55691971","https://digital.library.unt.edu/ark:/67531/metadc4485/","ark: ark:/67531/metadc4485"],"render_values":[{"text":"oclc: 55691971","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4485/","href":"https://digital.library.unt.edu/ark:/67531/metadc4485/","code":true},{"text":"ark: ark:/67531/metadc4485","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4485","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Hyten, Cloyd"]},{"key":"dc:creator","label":"Author","values":["Scarbro-McLaury, Jill"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2004-05"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autistic children.","Sign language.","Verbal behavior.","sign language","autism","verbal behavior","vocal responses","verbal imitation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Scarbro-McLaury, Jill","Copyright is held by the author, unless otherwise noted. 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When a reinforcement contingency is placed on sign responses as well as vocal responses that the user is capable of emitting in verbal imitation, both sign and vocal responses are maintained. Results are discussed in terms of the need for a reinforcement contingency placed on vocal and sign responses, the effects of teaching procedures on response variability, and the need for future research to examine procedures utilized to teach sign language to persons within the developmental disabilities population."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The Effects of Sign Language on the Vocal Responses of a Child with Autism."]}]}],"canonical_facts":{"dc:contributor":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Hyten, Cloyd"],"dc:creator":["Scarbro-McLaury, Jill"],"dc:date":["2004-05"],"dc:description":["Sign language is an effective form of alternative communication for persons with autism and other developmental disabilities. Only a few studies have systematically measured the effects of sign language on the vocal responses of its users. This study employed a multiple baseline design to evaluate the effects of sign language on the vocal responses of a four-year-old boy with autism. Results indicate that a reinforcement contingency placed only on sign responses is inadequate for maintaining vocal responses. When a reinforcement contingency is placed on sign responses as well as vocal responses that the user is capable of emitting in verbal imitation, both sign and vocal responses are maintained. Results are discussed in terms of the need for a reinforcement contingency placed on vocal and sign responses, the effects of teaching procedures on response variability, and the need for future research to examine procedures utilized to teach sign language to persons within the developmental disabilities population."],"dc:format":["Text"],"dc:identifier":["oclc: 55691971","doi: 10.12794/metadc4485","https://digital.library.unt.edu/ark:/67531/metadc4485/","ark: ark:/67531/metadc4485"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Scarbro-McLaury, Jill","Copyright is held by the author, unless otherwise noted. 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