This study attempted to elicit distal gestures within dynamic assessment structured sampling events from six children with moderate to severe intellectual disability (ages 8-13). Using four communication temptations and a least-to-most prompting hierarchy across three sessions, three participants who had both pre-symbolic and preintentional communication demonstrated an initial distal gesture, often in response to a choice making temptation. Clinical implications are discussed with regard to the utility of dynamic assessment structured sampling activities.
American Speech-Language-Hearing Association. ( 2005). Roles and responsibilities of speech-language pathologists serving persons with mental retardation/developmental disabilities. Rockville, MD: Author.
2.
Beukelman, D.R., & Mirenda, P. (2005). Augmentative & alternative communication (3rd ed.). Baltimore, MD : Paul H. Brookes.
3.
Brady, N.C., Marquis, J., Fleming, K., & McLean, L. (2004). Prelinguistic predictors of language growth in children with developmental disabilities. Journal of Speech, Language, and Hearing Research, 47, 663-677.
4.
Calandrella, A.M., & Wilcox, M.J. (2000). Predicting language outcomes for young prelinguistic children with developmental delay. Journal of Speech, Language, and Hearing Research, 43, 1061-1071.
5.
Cascella, P.W. (2005). Expressive communication strengths of adults with severe to profound intellectual disabilities as reported by group home staff . Communication Disorders Quarterly, 26 (3), 156-163.
6.
Cascella, P.W. (2006). Standardised speech-language tests and students with intellectual disability: A review of normative data. Journal of Intellectual & Developmental Disability, 31(2), 120-124.
7.
Downing, J.E. (2005). Teaching communication skills to students with severe disabilities (2nd ed.). Baltimore, MD: Paul H. Brookes.
8.
Duker, P.C., & Jutten, W. (1997). Establishing gestural yes-no responding with individuals with profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 32(1), 59-67.
9.
Harris, M.D., & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities . American Journal of Speech Language Pathology, 13, 155-167.
10.
Kleinman, L.I. (2003). Functional Communication Profile-Revised. East Moline, IL: Linguisystems.
11.
Mar, H.H., & Sal, N. (1999). Profiles of expressive communication skills of children and adolescents with severe cognitive disabilities. Education and Training in Mental Retardation and Developmental Disabilities , 34(1), 77-89.
12.
McLean, L.K., Brady, N.C., McLean, J.E., & Behrens, G.A. (1999). Communication forms and functions of children and adults with severe mental retardation in community and institutional settings . Journal of Speech, Language, & Hearing Research, 42(1), 231.
13.
McLean, J.E., McLean, L.K., Brady, N.C., & Etter, R. (1991). Communication profiles of two types of gesture using nonverbal persons with severe to profound mental retardation. Journal of Speech and Hearing Research, 34(2), 294-308.
14.
National Joint Committee for the Communicative Needs of Persons With Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities. ASHA, 34(Suppl. 7), 2-3.
15.
Nigam, R. (2001). Dynamic assessment of graphic symbol combinations by children with autism. Focus on Autism and Other Developmental Disabilities, 16(3), 190-197.
16.
Ogletree, B.T., Fischer, M.A., & Turowski, M. (1996). Assessment targets and protocols for nonsymbolic communicators with profound disabilities. Focus on Autism and other Developmental Disabilities, 11(1), 53-58.
17.
Olswang, L.B., Bain, B.A., & Johnson, G.A. (1992). Using dynamic assessment with children with language disorders. In S. F. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 187-215). Baltimore, MD: Paul H. Brookes.
18.
Paul, R. (2007). Language disorders from infancy through adulthood . St. Louis, MO: C. V. Mosby.
19.
Payne, H.W., & Ogletree, B. (1995). Training team members to respond to the communicative behaviors of children with profound handicaps. Focus on Autistic Behavior, 10, 1-15.
20.
Romski, M.A., Sevcik, R., Robinson, B., Mervis, C.B., & Bertrand, J. (1995). Mapping the meanings of novel visual symbols by youth with moderate or severe mental retardation. American Journal on Mental Retardation, 100, 391-402.
21.
Snell, M.E. (2002). Using dynamic assessment with learners who communicate nonsymbolically. Augmentative & Alternative Communication , 18(3), 163-176.
22.
Wetherby, A.M., Allen, C., Cleary, J., Kublin, K., & Goldstein, H. (2002). Validity and reliability of the Communication and Symbolic Behavior Scales Developmental Profile with very young children . Journal of Speech, Language, & Hearing Research, 45, 1202-1218.
23.
Wetherby, A.M., & Prizant, B.M. (2002). Communication and Symbolic Behavior Scales: Developmental Profile, 1st normed edition. Baltimore, MD: Paul H. Brookes.