The Use of Communicative Functions among Pre-school Children with Multiple Disabilities in Two Different Setting Conditions: Group Versus Individual Patterns

Abstract

In this study, the use of communicative functions of nine pre-school children with severe multiple disabilities who interacted with pre-school staff in two different play setting conditions was investigated. The main purpose was to determine the extent to which the rate of use of different communicative functions was related to (a) individual-specific characteristics, and (b) environmental setting characteristics. Data were analyzed according to a three-tiered method of analysis, with group results combined with patterns that were unique to individuals. The results indicated that the relationships between the rate of use of communicative functions and individual-specific characteristics were weaker than the relationships between rate of use of communicative functions and setting characteristics, which were found to be very strong. The results also revealed that children with similar individual characteristics could display quite different rates as well as different patterns of use of communicative functions.

• Communicative functions
• multiple disabilities
• setting condition