Teaching receptive and expressive use of augmentative and alternative communication (AAC)

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Abstract

Children with severe intellectual disabilities display limited communication. This study investigated the effect of teaching receptive understanding of an augmentative and alternative communication (AAC) system. The AAC system encompassed 'object-symbols' as a means of addressing the needs of a student who was not yet ready for a more symbolic level of communication. The method involved a single-subject multiple-baseline across tasks design and included criteria-based reversals. Results indicate that receptive understanding does need to be specifically taught and not left to chance. Combinations of direct, as well as more naturalistic methods are discussed.
Original languageEnglish
Pages (from-to)31-49
Number of pages19
JournalSpecial Education Perspectives
Volume11
Issue number1
Publication statusPublished - 2002

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