Choice-making as a natural context forteaching early communication board use to a ten year old boy with no spoken language and severe intellectual disability

References

• Alwell M., Hunt P., Goetz L., Sailor W. Teaching generalised communicative behaviors within interrupted behavior chain contexts. The Journal of the Association for Persons with Severe Handicaps 1989; 14: 91–100
   Web of Science ®Google Scholar
• Bannerman D.J., Sheldon J.B., Sherman J.A., Harchik A.E. Balancing the right to habilitation with the right to personal liberties: The rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis 1990; 23: 79–89
   PubMed Web of Science ®Google Scholar
• Barlow D.H., Herson M. Single case experimental designs: Strategies for studying behavior change. Pergamon Press, New York 1984
   Google Scholar
• Barrett M., Harris M., Chasin J. Early lexical development and maternal speech: a comparison of children's initial and subsequent uses of words. Journal of Child Language 1991; 18: 21–40
   PubMed Web of Science ®Google Scholar
• Bates E. Language and context: The acquisition of pragmatics. Academic Press, New York 1976
   Google Scholar
• Bates E., Benigni L., Bretherton I., Camaioni L., Volterra V. The emergence of symbols: Cognition and communication in infancy. Academic Press, New York 1979
   Google Scholar
• Bates E., Camaioni L., Volterra V. The acquisition of performatives prior to speech. Merrill-Palmer Quarterly 1975; 21: 205–226
   Web of Science ®Google Scholar
• Beukelman D.R., Mirenda P. Augmentative and alternative communication: Management of severe communication disorders in children and adults. Paul H. Brookes, Baltimore 1992
   Google Scholar
• Bruner J.S. Child's talk. Oxford University Press, Oxford 1983
   Google Scholar
• Calculator S.N., Jorgenson C.M. Integrating AAC instruction into regular education settings: Expounding on best practices. Augmentative and Alternative Communication 1991; 7: 204–214
   Google Scholar
• Cirrin F.M., Rowland C.M. Communicative assessment of nonverbal youths with severe/profound mental retardation. Mental Retardation 1985; 23(2)52–62
   PubMedGoogle Scholar
• COMPIC Development Asociation. COMPIC Computer Pictographs for Communication, Software Version 2.0. COMPIC Development Association, Victoria, (no date)
   Google Scholar
• Cuvo A.J. Multiple-baseline design in instructional research: pitfalls of measurement and procedural advantages. American Journal of Mental Deficiency 1979; 84: 219–228
   PubMedGoogle Scholar
• Folven R.J., Bonvillian J.D. The transition from nonreferential to referential language in children acquiring American sign language. Developmental Psychology 1991; 27: 806–816
   Web of Science ®Google Scholar
• Goetz L., Gee K., Sailor W. Using a behavior chain interruption strategy to teach communication skills to students with severe disabilities. The Journal of the Association for Persons with Severe Handicaps 1985; 10: 21–30
   Google Scholar
• Hunt P., Alwell M., Goetz L. Interacting with peers through conversation turntaking with a communication book adaptation. Augmentative and Alternative Communication 1991; 7: 117–126
   Google Scholar
• Halle J.W., Baer D.M., Spradlin J.E. Teachers' generalized use of delay as a stimulus control procedure to increase language use in handicapped children. Journal of Applied Behavior Analysis 1981; 14: 389–409
   PubMed Web of Science ®Google Scholar
• Horner R.D., Baer D.M. Multiple-probe technique: A variation of the multiple baseline. Journal of Applied behavior Analysis 1978; 11: 189–196
   PubMed Web of Science ®Google Scholar
• Houghton J., Bronicki G.J., Guess D. Opportunities to express preferences and make choices among students with severe disabilities in classroom settings. The Journal of the Association for Persons with Severe Handicaps 1987; 12: 18–27
   Web of Science ®Google Scholar
• Hunt P., Goetz L., Alwell M., Sailor W. Using an interrupted behavior chain strategy to teach generalised communication responses. The Journal of the Association for Persons with Severe Handicaps 1986; 11: 196–204
   Web of Science ®Google Scholar
• Israel A.C. Some thoughts on the correspondence between saying and doing. Journal of Applied Behavior Analysis 1978; 11: 271–276
   PubMed Web of Science ®Google Scholar
• Jackson L. Elements of a theoretical structure that will support best practices in communication facilitation. Journal of the Association for Persons with Severe Handicaps 1993; 18: 143–160
   Web of Science ®Google Scholar
• Kaiser A.P. Functional language. Instruction of students with severe disabilities, Snell M.E.. New York, Merrill 1993; 347–379, In
   Google Scholar
• Kaiser A.P., Hendrickson J.M., Alpert C. Milieu language teaching: A second look. Advances in mental retardation and developmental disabilities, Gable R.A.. Jessica Kingsley, London 1991; 4: 63–92, In
   Google Scholar
• Kaiser A.P., Yoder P.J., Keetz A. Evaluating milieu teaching. Causes and effects in communication and language intervention, Warren S.F.W., Reichle J.. Paul H. Brookes, Baltimore 1992; 9–48, In
   Google Scholar
• Karlan G.R., Rusch F. Correspondence between saying and doing: Some thoughts on defining correspondence and future directions for application. Journal of Applied Behavior Analysis 1982; 15: 151–162
   PubMed Web of Science ®Google Scholar
• Kazdin A.E. Single-case research designs: Methods for clinical and applied settings. Oxford University Press, New York 1982
   Google Scholar
• Keogh W.J., Reichle J. Communication intervention for the “difficult-to-teach” severely handicapped. Teaching functional language, Warren S.F., Rogers-Warren A.K.. Pro-Ed., Texas 1985; 157–196, In
   Google Scholar
• Koegel R.L., Williams J.A. Direct versus indirect response-reinforcer relationships in teaching autistic children. Journal of Abnormal Child Psychology 1980; 8: 537–547
   PubMed Web of Science ®Google Scholar
• Kozleski E.B. Expectant delay procedure for teaching requests. Augmentative and Alternative Communication 1991; 7: 11–19
   Google Scholar
• Kratochwill T.R. Single-case research design and analysis: An overview. Single-Case Research Design and Analysis: New Directions for Psychology and Education, Kratochwill T.R., Levin J.R.. Lawrence Erlbaum, Hillsdale, N.J. 1992, In
   Google Scholar
• Linfoot K. Functional communication and the role of context. Communication strategies for people with developmental disabilities, Linfoot K. MacLennan & Petty and Baltimore: Paul H. Brookes, Sydney 1994; 124–155, In
   Google Scholar
• Mandler J.M. Representation. Handbook of child psychology4th edn., Mussen P.H.. Wiley, New York 1983; 3: 420–477, In
   Google Scholar
• McLean J.E., McLean L.K.S., Brady N.C., Etter R. Communication profiles of two types of gestures using nonverbal persons with severe to profound mental retardation. Journal of Speech and Hearing Research 1991; 34: 294–308
   PubMedGoogle Scholar
• McReynolds L.V., Thompson C.K. Flexibility of single-subject experimental designs. Part 1: Review of the basics of single-subject designs. Journal of Speech and Hearing Research 1986; 51: 194–203
   Google Scholar
• Mervis C.B., Bertrand J. Acquisition of early object labels: The roles of operating principles and input. Enhancing children's communication: Research foundations for intervention, Kaiser A.P., Gray D.B.. Paul H. Brookes, Baltimore 1993, In
   Google Scholar
• Mirenda P. Designing pictorial communication systems for physically ablebodied students with severe handicaps. Augmentative and Alternative Communication 1985; 1: 58–64
   Google Scholar
• Mirenda P., Dattilo J. Instructional techniques in alternative communication for students with severe intellectual handicaps. Augmentative and Alternative Communication 1987; 5: 143–152
   Google Scholar
• Mirenda P., Iacono T., Williams R. Communication options for persons with severe and profound disabilities: State of the art and future directions. Journal of the Association for Persons with Severe Handicaps 1990; 15: 13–21
   Google Scholar
• Mirenda P., Locke P.A. A comparison of symbol transparency in nonspeaking persons with intellectual disabilities. Journal of Speech and Hearing Disorders 1989; 54: 131–140
   PubMedGoogle Scholar
• Mirenda P., Santogrossi J. A prompt-free strategy to teach pictorial communication system use. Augmentative and Alternative Communication 1985; 1: 143–150
   Google Scholar
• Musselwhite C.R., St Louis K.W. Communication programming for persons with handicaps. College-Hill, San Diego 1988
   Google Scholar
• National Joint Committee for the Communicative Needs of Persons With Severe Disabilities. Guidelines for meeting the communication needs of persons with severe disabilities. ASHA March, 1992; 34(7)1–8
   Google Scholar
• Reichle J., Brown L. Teaching the use of a multipage direct selection communication board to an adult with autism. The Journal of the Association for Persons with Severe Handicaps 1986; 11: 68–73
   Web of Science ®Google Scholar
• Reichle J., Keogh W.J. Communication instruction for learners with severe handicaps: Some unresolved issues. Education of learners with severe handicaps: Exemplary service strategies, Horner R.H., Meyer L.H., Fredericks H.D.B.. Paul H. Brookes, Baltimore 1986; 189–219, In
   Google Scholar
• Reichle J., Mirenda P., Locke P., Piche L., Johnson S. Beginning augmentative communication systems. Causes and effects in communication and language intervention, Warren S.F., Reichle J.. Paul H. Brookes, Baltimore 1992; 131–156, In
   Google Scholar
• Reichle J., Sigafoos J. Establishing an initial repertoire of requesting. Implementing augmentative and alternative communication: Strategies for learners with severe disabilities, Reichle J., York J., Sigafoos J.. Paul H. Brookes, Baltimore 1991; 89–114, In
   Google Scholar
• Reichle J., Sigafoos J., Piche L. Teaching an adolescent with blindness and severe disabilities: A correspondence between requesting and selecting preferred objects. The Journal of the Association for Persons with Severe Handicaps 1989; 14: 75–80
   Google Scholar
• Reichle J., Yoder D.E. Communication board use in severely handicapped learners. Language, Speech and Hearing Services in Schools 1985; 16: 146–157
   Google Scholar
• Reichle J., York J., Sigafoos J. Implementing augmentative and alternative communication: Strategies for learners with severe disabilities. Paul H. Brookes, Baltimore 1991
   Google Scholar
• Risley T.R., Hart B. Developing correspondence between the non-verbal and verbal behavior of pre-school children. Journal of Applied Behavior Analysis 1968; 1: 267–281
   PubMed Web of Science ®Google Scholar
• Romski M.A., Sevcik R.A. Augmentative and alternative communication systems: Considerations for individuals with severe intellectual disabilities. Augmentative and Alternative Communication 1988; 4: 83–93
   Google Scholar
• Romski M.A., Sevcik R.A. Augmented language development in children with severe mental retardation. Causes and effects in communication and language intervention, Warren S.F., Reichle J.. Paul H. Brookes, Baltimore 1992; 113–130, In
   Google Scholar
• Romski M.A., Sevcik R.A., Pate J.L. Establishment of symbolic communication in persons with severe retardation. Journal of Speech and Hearing Disorders 1988; 53: 94–107
   PubMedGoogle Scholar
• Seibert J., Hogan A. The Early Communication Scales. 1982
   Google Scholar
• Sevcik R.A., Romski M.A. Representational matching skills of persons with severe retardation. Augmentative and Alternative Communication 1986; 2: 161–164
   Google Scholar
• Sigafoos J., Doss S., Reichle J. Developing mand and tact repertoires in persons with severe developmental disabilitities using graphic symbols. Research in Developmental Disabilities 1989; 10: 183–200
   PubMed Web of Science ®Google Scholar
• Sigafoos J., Reichle J., Doss S., Hall K., Pettitt L. “Spontaneous” transfer of stimulus control from tact to mand contingencies. Research in Developmental Disabilities 1990; 11: 165–176
   PubMed Web of Science ®Google Scholar
• Sternberg L., McNerney C.D., Pegnatore L. Developing co-active imitative behaviors with profoundly mentally handicapped students. Education and Training of the Mentally Retarded 1985; 20: 260–267
   Google Scholar
• Sternberg L., McNerney C.D., Pegnatore L. Developing primitive signalling behaviour of students with profound mental retardation. Mental Retardation 1987; 25: 13–20
   PubMedGoogle Scholar
• Taylor S.J., Bogdan R. Promises made and promises broken. The ADA mandate for social change, Wehman P.. Paul H. Brookes, Baltimore 1993, In
   Google Scholar
• Terman L.M., Merrill M.A. Stanford-Binet intelligence scale: Manual for the third revision form L-M. George G. Harrup, London 1961
   Google Scholar
• Warren S.F. Early communication and language intervention: Challenges for the 1990's and beyond. Enhancing children's communication: Research foundations for intervention, Kaiser A.P., Gray D.B.. Paul H. Brookes, Baltimore 1993; 375–395, In
   Google Scholar
• Warren S.F., Kaiser A.P. Incidental language teaching: A critical review. Journal of Speech and Hearing Disorders 1986; 51: 291–299
   PubMedGoogle Scholar