Issues in the modification of American sign language for instructional purposes.
Simplify signs, add speech, and stay flexible—later trials prove it works.
01Research in Context
What this study did
Skinner (1981) wrote a how-to paper, not an experiment.
The author asked: how should we change American Sign Language so kids with autism or ID can actually use it?
Ideas came from clinical gut checks, not data tables.
What they found
The paper says: drop tricky hand shapes, keep English word order, and let kids talk, sign, or do both in the same lesson.
No scores, no graphs—just a recipe for a softer, more flexible sign system.
How this fits with other research
Three years later Konstantareas (1984) tested the recipe. One kid learned grammar faster when signs were paired with spoken words.
Bailey et al. (1990) added a twist: video clips helped, but a live teacher beat video alone for sign production.
Grove et al. (2017) pushed the idea into adulthood. They told clinicians to test adult signers with adult-themed pictures, not baby flash cards.
All three studies extend F’s 1981 call: use simpler signs plus speech, and match the mode to the learner’s age and setting.
Why it matters
You don’t need perfect ASL. Trim hand shapes, keep English order, and let the mouth move too.
If you run sessions with teens or adults, swap kiddie cards for real-life photos as Grove et al. (2017) urge.
Mix live modeling with any video you show—video alone is weaker per Bailey et al. (1990).
Start there Monday: pick one target word, show the sign, say the word, and invite any combo back.
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02At a glance
03Original abstract
The use of manual communication and sign languages for language education of autistic, deaf retarded, and mentally retarded individuals is receiving increasing attention by educators. Modifications of sign systems for this purpose emphasize simplicity, redundancy, and English word order. Effective utilization of manual communication for these populations requires a better understanding of the physical and linguistic bases of sign languages than now exists. Preliminary evidence from studies of oral-only, manual-only, and oral-manual modes of communication suggests that flexibility in utilizing all modes is the most effective teaching method. The present paper will consider the possible utilization of modifications of the American Sign Language for use in three general areas: instruction of deaf students in the classroom, communication between hearing parents and young deaf children, and communication with individuals with handicaps other than deafness.
Journal of autism and developmental disorders, 1981 · doi:10.1007/BF01531347