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.
|Number of pages||19|
|Journal||Special Education Perspectives|
|Publication status||Published - 2002|