Although instruments for assessing language have been useful for researchers and teachers of students with severe impairments, they have not provided a systematic way to observe or assess students who are deaf-blind, have other severe impairments, and function at the prelanguage level of communication or taken pragmatic competence into account. This article describes an instrument that is applicable to such students, provides many opportunities for recording interactions at the prelanguage level, and allows for the structured observation of pragmatic aspects of communication.
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