Various researchers have viewed metalinguistics as the ability to consciously reflect upon language (Van Kleeck 1984a; Franklin 1979; Cazden 1975; Dale 1976). Prior to schooling, children use language as a means of functional communication through developing an interaction with the environment. They are aware of the content of their messages but not the language they are using to communicate their ideas. The emergence of language is developed primarily through concrete operations according to Van Kleeck (1984a). However, Allan (1982) states that when children enter school and begin to read, metalinguistics is emphasized and the language evolves from an unconscious, experimental use to a conscious, metalinguistic use. There is a growing interest among researchers in the study of metalinguistics. Smith and Flusberg (1982) employed judgment tasks to look at how the child attends to certain properties of language. This behavior is particularly important when studying the semantic, syntactic and pragmatic development of children.

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The purpose of this study was to examine the effects of an especially designed small-stepped treatment program utilizing the Apple II microcomputer on the graphic output of eight chronically aphasic adults. The subjects manifested moderate/ severe to severe communicative impairment as determined by performance on the Aphasic Language Performance Scales (ALPS) (Keenan and Brassell, 1974) and were receiving management at the Communicative disorders Clinic at the University of Central Florida. Pretreatment status of each subject was measured via a visual and hearing screening. In addition, the Aphasia Language Performance Scales were administered as an indicant of overall communicative ability. Spelling proficiency was measured via a written spelling test. Each subject then initiated a ten-session (one-half hour twice weekly) treatment program. Treatment objective progressed in increasingly complex small steps from prelinguistic (letter-matching) through linguistic (spelling single words) levels. The Apple II microcomputer was utilized in the areas of stimulus presentation, response contingency, and data keeping. Subsequent to the completion of the treatment condition, the Aphasia Language Performance Scales (Keenan and Brassell, 1974) and the written spelling test were readministered to each subject. Pretreatment and post-treatment scores were subjected to statistic analysis. Findings indicated a significant correlation between pretreatment scores on the Aphasia Language Performance Scales (Keenan and Brassell, 1974). Significant changes were observed in pretreatment and post-treatment written spelling test scores with evidence that skills learned on the computer keyboard transferred to manual writing. The implications of the results of this study were discussed within the framework of future treatment and research in the area of aphasia.

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No description available.