“…Over the years, there has been ample discussion and documentation of communication intervention approaches rooted in behavioral (Chadsey-Rusch, Drasgow, Reinoehl, Halle, & Collet-Klingenberg, 1993;Halle, 1987;Hunt & Goetz, 1988) and developmental theory (Rowland & Stremel-Campbell, 1987;SiegelCausey & Guess, 1989;Siegel-Causey & Wetherby, 1993;Snyder-McLean, Solomonson, McLean, & Sack, 1984;Stillman & Battle, 1984;Van Dijk, 1986), as well as numerous applications of assistive and augmentative technology (Kaiser, Ostrosky, & Alpert, 1993;Mirenda, Iacono, & Williams, 1990;MurrayBranch, Udvari-Solner, 8c Bailey, 1991;Rowland & Schweigert, 1989). In addition, to ensure that all students have the opportunity to communicate, there has been widespread interest in the application of methods to assist students in the acquisition of nonsymbolic as well as symbolic forms of communication (Rowland & Stremel-Campbell, 1987;SiegelCausey & Guess, 1989;Siegel-Causey & Wetherby, 1993;Stillman & Battle, 1984). However, communicating to assist students to acquire the expressive skills necessary to signal needs, make choices, and otherwise participate in reciprocal social exchanges is only one of many reasons communications are directed to these students.…”