Introduction The study reported in this article tracked the learning rate of 43 children with multiple disabilities and visual impairments who had limited to no verbal language across seven months of classroom-based intervention using a standardized set of tangible symbols. Methods The participants were introduced to tangible symbols on a daily basis during a seven-month field study. The tangible symbols were embedded into the curriculum during daily classroom routines and were used in addition to any other forms of expressive or receptive communication that were already in place in the classroom. The data were collected daily from teachers and therapists. Throughout the seven-month period, data were recorded for 30,220 opportunities to use tangible symbols. The participants had 2 to 9 recorded opportunities to use tangible symbols per day throughout the study. Results Over a four-month period, the participants identified 46% of the tangible symbols to which they were exposed, and cognitive, language, play, and symbolism skills were not factors related to the successful acquisition of tangible symbols. The strongest predictor of outcome was independent ambulation, and seven symbols were the most often identified. In addition, decontextualized pre- and posttesting proved less effective as a measurement tool than did daily classroom probes immediately following activities. Discussion The results suggest that even children with the most severe impairments were able to identify the use of many of the tangible symbols. Implications for practitioners One implication of this research is that data collection allows teachers or therapists to measure progress in the acquisition of tangible symbols objectively and that it fosters the development of goals for the students’ Individualized Education Programs.
This study utilized a rating scale and random sampling of Connecticut school speech—language pathologists about their preprofessional education and current knoWledge of autism spectrum disorders (ASD). The participants had a minimal amount of preprofessional academic or clinical preparation in ASD, and no differences Were found in hoW speech—language pathologists Were trained over the past 30 years. School speech—language pathologists reported relatively stronger knoWledge of the general behavioral and communication characteristics associated With ASD and less knoWledge of educational assessment and intervention formats. Given the prevalence of schoolchildren With ASD, speech—language pathology graduate programs need to enhance their preprofessional curricula to provide school-based speech—language pathologists With specific training to meet the communication needs presented by children With ASD.
This study documents the communication strengths of 14 adults who resided in community group-home settings through the use of staff informant reports. These participants had as many as 12 different communication forms (e.g., reaching gestures, body orientation, facial expression, leading gestures, eye gaze, vocalizations) and 11 different communication functions (e.g., conveying emotional state, making a choice when one was presented, requesting desired objects and people, conveying protest). The author compares his results to an earlier report (McLean, Brady, McLean, & Behrens, 1999) to demonstrate that caregiver report was as clinically useful as structured sampling in identifying the communication repertoires of these individuals. The author also discusses clinical implications with regard to the role of the speech— language pathologist and communication assessment in the adult community group-home setting.
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