Programmatic approach to use of technology in communication instruction for children with dual sensory impairments

Abstract

The purpose of this project was to develop and evaluate an intervention program involving applications of technology to enhance the communication skills and behaviors of children with dual sensory impairments (DSI). Of interest were specific applications designed to increase attention, use of symbols, reception, expression of choice, awareness of contingencies, and social interaction. Participants included 26 children, aged 3 to 15 years, with DSI and other severe disabilities. A team-collaboration model was utilized in which each child's communication goals were first generated, and intervention activities were then implemented and monitored. One case example is presented to illustrate the multistep process. General results indicated that students with DSI, including those with severe to profound cognitive disabilities, could achieve individualized communication goals through the use of microcomputers and other technological resources. Analysis of intervention goals and activities revealed that, for students with nonsymbolic, nonintentional forms of communication, increasing social attention and contingency awareness was of primary concern. Increasing the use of symbols was most frequently targeted for students with higher levels of communicative competence.

• augmentative and alternative communication (AAC)
• communication (efficacy)
• dual sensory impairments (DSI)
• intervention
• multiple disabilities
• technology