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By Jane Passy

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It was a positive forum for keeping each other’s signing accurate. • People were able to share their experiences of using the system. For example, a speech and language therapist and teacher working together would tell the group how a particular child had established a sound in individual work time and then had been able to generalise it through subsequent literacy work. Thus good practice could be disseminated. We maintained this system for a term (fourteen weeks), by which time use of the system was established in all the classes.

He underwent repair of the soft palate at the age of 23 months. After pharyngeal flap surgery at the age of six, JF demonstrated appropriate articulation with the exception of /t,d/ which were produced as glottal stops with nasal emission. After sixteen sessions using CA, he was able to produce these sounds consistently and appropriately in spontaneous speech. ES ES was born with a unilateral cleft-lip and palate and Down’s Syndrome. By eighteen months he had undergone both lip and palatal repair.

It was decided in his case that articulation and intelligibility were a priority since integration, particularly social integration, would be improved by removing as many distinguishing deviances as possible. I commenced therapy using CA, much in the manner described for phonological processes, above. This student progressed well and therapy was no longer required after half a year. It is important to note that, although autistic individuals often exhibit echolalia and inappropriate overuse of cues, this was not found in my work with this child.

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