Signing babies

[Melanie D. Gathercole]

The recent discussion of and interest in the use of sign for hearing babies
prompts me to offer additional related resources on modes of communication
other than speech for children not yet developmentally ready to have this
level of abstract symbolic communication.  The understanding that a
hierarchy of symbols is useful for communicative purposes is the foundation
of the theoretical and therapeutic approach known as augmentative and
alternative communication (AAC) for individuals with communication
impairments.  While sign is perhaps the most familiar alternative mode of
communication (for impaired and nonimpaired communicators), the AAC
literature recognizes a large variety of symbolic representations that are
dependent not only on cognitive level, but motor and sensory skills as well.
While sign (most commonly a form of ASL, SEE, or key word signing) is
frequently attempted with individuals who are non-speaking, it is relatively
high on the symbolic hierarchy, in part, because it is dynamic, abstract,
and not as transparent as other symbols.  In addition, for individuals who
have limited fine motor development (including babies), many signs will be
physically impossible because they are bimanual, nonsymmetric, and/or
involve an advanced handshape, movement, or location for their execution.
While I certainly agree it is fascinating to explore the benefits of other
symbolic forms for early communication development (normal or otherwise),
the AAC literature suggests that there are symbolically easier and less
physically complex ways than sign to push the developmental envelope.

For a general discussion on these topics, I would suggest the following
references:

Lloyd, Fuller, & Arvidson (1997).  Augmentative and alternative
communication: A handbook of principles and practices.  Boston:  Allyn and
Bacon.

Beukelman & Mirenda (1998).  Augmentative and alternative communication:
Management of severe communication disorders in children and adults.  2nd
ed.  Baltimore:  Paul H. Brookes.

In addition, several fascinating articles discuss issues relevant to normal
language development:

The September 1997 issue of AAC:  Augmentative and Alternative Communication
(volume 13, number 3) is dedicated to language development.  I find the
following articles from this issue particularly provocative:
     1.  (Paul, R.) Facilitating Transitions in Language Development for
Children Using AAC
     2.  (Romski, Sevcik, & Adamson)  Framework for Studying How Children
with Developmental Disabilities Develop Language through Augmented Means.

Also, a classic article in AAC is relevant and discusses both nondisabled
and disabled populations:

Kangas, K. & Lloyd, F. (1988).  Early cognitive skills as prerequisites to
augmentative and alternative communication use:  What are we waiting for?
Augmentative and Alternative Communication, 4, 211-221.

I hope that these resources will assist in this line of research.

Melanie Gathercole, M.S., CCC-SLP
Ph.D. Student, Interdisciplinary Cognitive and Neural Sciences Program
University of South Florida