'John' (a pseudonym), a six-year-old boy, has been diagnosed as
multiple-handicapped. His limited language production prior to the
study was not functional; he imitated sounds and words. Two techniques
(imitation and focused stimulation) were introduced to help John learn
to name a list of objects and actions. Using a Multiple- Treatment Design
with a control condition for practice effects, the efficacy of the two
treatments was compared. Although treatment effects were not immedi
ate and results continued to be variable throughout the study, imitation
was more effective than focused stimulation or the control condition.
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