Communications Directed to Students with Severe and Profound Disabilities

Stillman, Robert D.; Williams, Carol A.; Linam, Angela

doi:10.1177/108835769701200301

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…The present paper explores the importance of validating communication, and in particular, of working together with family members and significant others to share information in order to build up an accurate profile of how and what an individual communicates. This need has been further highlighted by studies which have suggested that staff may be overestimating learners' understanding of verbal cues and have difficulty adjusting their communication to the person's level (Stillman et al. 1997; McConkey et al.…”

Section: Introductionmentioning

confidence: 99%

Interpreting the communication of people with profound and multiple learning difficulties

Porter

Ouvry

Morgan

et al. 2001

Brit J Learn Disabil

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Summary The present paper highlights some of the issues involved in interpreting the communication behaviours of people with profound and multiple learning difficulties (PMLDs). Both inference and intention can play an important role in the communication process, and this raises a number of difficulties and dangers where one of the communication partners is not in a position to correct misunderstandings. The present authors discuss the importance of validating communication and pose a number of key questions to ask those who are most significant in the life of a person with PMLDs. A case study is provided that illustrates a number of these issues.

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Section: Introductionmentioning

confidence: 99%

Interpreting the communication of people with profound and multiple learning difficulties

Porter

Ouvry

Morgan

et al. 2001

Brit J Learn Disabil

View full text Add to dashboard Cite

show abstract

“…This is because the person may acquiesce rather than disagree with the interpretation by another, or may show a response bias, especially when the question is not understood or the answer is not known. Other studies showed that it can be hard for staff members to adjust their level of communication to the correct level, and that staff members may overestimate the ability of the person with learning disabilities to understand verbal cues (Stillman et al . 1997; McConkey et al .…”

Section: Introductionmentioning

confidence: 99%

The assessment of the sexual knowledge of a person with a severe learning disability and a severe communication disorder

Bell

Cameron²

2003

Brit J Learn Disabil

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This paper arose as a consequence of joint working between therapists of two different disciplines ± clinical psychology and speech and language therapy ± on a case involving a young woman who required an assessment of her sexual knowledge and attitudes. It explains how the recent development of a method of communication for those with a severe communication disorder (Talking Mats) has meant that it has become possible to work with those who have a severe learning disability and poor communication. In the past, clients with both severe learning disability with poor communication may have been excluded from traditional and cognitive therapy, which was dependent to a large extent on verbal communication. This paper, therefore, is of value in extending the range of methods for assessment and intervention that may be used by a range of disciplines with people showing severe learning disabilities and severe communication disorder.

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Instructional Interactions of Students With Cognitive Disabilities: Sequential Analysis

Kim

Hupp²

2007

Am J Ment Retard

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We studied instructional interactions through semi-structured observation of 13 student- teacher dyads involving elementary students with cognitive disabilities. Special educators' use of directions and responses of differing modes and types was analyzed. Student task-engagement behaviors (i.e., active engage, disruptive, passive on-task, off-task) provided a context for understanding differences in teacher styles. Results indicate that teacher directions were followed by student active engagement; and teacher responses, by student passive task-orientation. This higher quality feedback from students, together with outerdirectedness of students with cognitive disabilities, is postulated as a mechanism that maintains a high level of teacher directiveness. Sequential relationship patterns changed as student engagement levels varied, suggesting a child-driven model of teacher-child instructional interactions.

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Communications Directed to Students with Severe and Profound Disabilities

Cited by 3 publications

References 10 publications

Interpreting the communication of people with profound and multiple learning difficulties

Interpreting the communication of people with profound and multiple learning difficulties

The assessment of the sexual knowledge of a person with a severe learning disability and a severe communication disorder

Instructional Interactions of Students With Cognitive Disabilities: Sequential Analysis

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