Abstract
Graphic communication modes are often considered for children with multiple disabilities as an alternative to speech or gestures. However, there have been few empirical studies demonstrating effective procedures for teaching graphic mode requests to young children with multiple disabilities. In the present study, two children with multiple disabilities were taught to request preferred food and drink items by pointing to corresponding line drawings. Time-delay, prompting, reinforcement, and error correction procedures were implemented in a multiple-probe design to establish discriminated and generalized requests for preferred foods and beverages during morning snack time. The procedures were effective in teaching generalized and discriminated use of the food and drink symbols. Although effective in teaching children to request offered items, the procedures used in the present study need further development to ensure requests are controlled by the more natural conditions of hunger and thirst.
Sign-in/Register to access full text options 
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 callMore From: Journal of Developmental and Physical Disabilities
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
