Using pictorial representations as communication means with low-functioning children

Abstract

Three low-functioning children were successfully taught pictorial representations as communication means. Initially, the subjects were trained to associate cards representing objects with the corresponding objects. Then, they were trained to respond to: (a) cards depicting body positions, (b) cards depicting body positions related to objects, and (c) cards representing simple activities as well as activities involving two children. Subsequently, they were trained to complete cards representing activities involving two children, independently, and to choose the roles for the execution of these activities. At last, they were taught to select from among cards on display, to complete such cards, and to choose the roles for the execution of the activities all by themselves. During the program high generalization learning was observed.