Acquisition of graphic symbol use by students with severe intellectual disability

Abstract

The thesis reviews the literature on early communication development, communication intervention with persons with severe intellectual disability, and on picture recognition and use. Drawing from both developmental and behaviourist perspectives, a theoretical base is described for designing intervention and assessment strategies to teach and monitor picto-graphic symbol use for augmentative and alternative communication (AAC). These strategies were investigated with students with severe intellectual disability, little or no spoken language, poor verbal comprehension and poor picture recognition skills.

Date of Award	1996
Original language	English