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Demonstrates effective instructional methods to enhance communication abilities in children with communication disorders, highlighting the importance of tailored approaches.
In working with children manifesting varying degrees of communication dysfunctions, the author found that it became paramount to develop specific and select methods and materials in order for the individual child to initially conceptualize desirable abstractions. Through the dictates of the child, based on his immediate needs, the process of simultaneous sensory motor training was initiated to stimulate communication not limited to a single mode of reception or expression.
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Edward G. Scagliotta (1967) studied this question.
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