Acquisition of the commenting function among system users

Abstract

The present study explored context, partner, and subject variables in the acquisition of the commenting function by three AAC system users in a special day class program. A multiple baseline study across subjects was designed to measure (1) individual subject's acquisition of 10 different comments when provided with a “least-to-most” intrusive prompting hierarchy; (2) spill-over effects when one subject was receiving treatment with the other subjects present; and (3) context generalization. All three subjects acquired the commenting function. However, there were differences between subjects in the types of prompts they responded to, the extent of spill-over effects, and context generalization. The results are discussed with respect to the effectiveness of the treatment employed across subjects and implications for teaching communicative functions.

• communication competence
• communicative interaction
• instructional techniques
• intervention
• pragmatic intervention