Abstract
Communication intervention for children who do not make use of speech or other symbolic means is a critical concern for educators and therapists responsible for programming. This article addresses the need to identify the unconventional, nonsymbolic behaviors of children with severe, multiple disabilities. Suggestions are provided to improve the frequency and quality of communicative interactions by building on the current behavioral repertoire of the individual. Emphasis is placed on the dyadic nature of communication exchanges and the need for both communicative partners, the child and the professional, to modify their communication behaviors to improve interactions.
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