A prompt-free strategy to teach pictorial communication system use

Abstract

A case study describing a prompt-free strategy used to teach a young child with moderate/severe retardation to use pictorial communication spontaneously is presented. The study consisted of four intervention phases: (a) shaping the basic communication response, (b) teaching search and locate skills, (c) increasing the number of pictures used, and (d) generalization. Data for all four phases are provided as well as a discussion of the implications of the strategy for application and future research.