Assessment of preverbal communicative abilities in students with severe intellectual disability

Abstract

Concern is often expressed by teachers, that students with severe intellectual disability may learn to sign or point to a pictorial representation, yet fail to use such systems in a communicative manner. This paper explores the literature in the area of preverbal behaviours and suggests a continuum whereby importance is placed on first establishing in the student a desire to communicate and training behaviours to express intentionality. Interviews with caregivers and school personnel, and the observation of a student's existing behaviours and the functions achieved by those behaviours provides the basis for assessment procedures. Implications for programming and instruction are noted and discussed.