Abstract
Communication needs of physically disabled nonspeaking public school students were assessed using a job analysis methodology. Based on 128 interviews with teachers, parents, therapists, and others who knew the students quite well, a questionnaire was developed on which a variety of potential messages and message topics were rated in terms of communication requirements. Responses to the questionnaires were factor analyzed, yielding 4 factors relating to interpersonal/academic content, recreational activities/special events, basic needs, and apperceptive content. The frequency with which messages were suggested during the interview phase was also reported. Implications for developing vocabularies for augmentative communication systems were discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
