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TABLE 1<br />
Participants’ Demographic Informati<strong>on</strong><br />
Participant Age Gender Primary Diagnosis<br />
Method<br />
Participants<br />
Five high school students, all from <str<strong>on</strong>g>the</str<strong>on</strong>g> same<br />
special educati<strong>on</strong> program, participated in<br />
this study. These students were between 15<br />
<strong>and</strong> 19 years of age. Each had been identified<br />
with moderate cognitive disabilities. Categories<br />
of cognitive disability were established in<br />
compliance with <str<strong>on</strong>g>the</str<strong>on</strong>g> criteria stated in <str<strong>on</strong>g>the</str<strong>on</strong>g> Individuals<br />
with Disabilities Educati<strong>on</strong>s Act (P.L.<br />
105–117). Licensed psychologists <strong>and</strong> students’<br />
eligibility teams had determined <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
students’ classificati<strong>on</strong> via appropriate measures<br />
of general intellectual functi<strong>on</strong>ing <strong>and</strong><br />
adaptive behavior. Each participant primarily<br />
used oral speech as his or her primary communicati<strong>on</strong><br />
mode, but all participants also c<strong>on</strong>sistently<br />
used AAC systems to augment speech<br />
<strong>and</strong> language use at school. These AAC supports<br />
included c<strong>on</strong>sistent use of pers<strong>on</strong>al <strong>and</strong> classroom<br />
visual strategies or aids such as visual<br />
schedules, visual behavior programs, social stories,<br />
communicati<strong>on</strong> boards, sentence completi<strong>on</strong><br />
aids, <strong>and</strong> classroom rules <strong>and</strong> instructi<strong>on</strong>s<br />
(Downing, 1999; Gray & Gar<strong>and</strong>, 1993; Hodgd<strong>on</strong>,<br />
1995). Special educati<strong>on</strong> teachers <strong>and</strong>/or<br />
general educati<strong>on</strong> classroom pers<strong>on</strong>nel identified<br />
participants as having difficulty using appropriate<br />
pragmatic-social communicati<strong>on</strong> skills in<br />
social educati<strong>on</strong> settings. All participants had at<br />
least <strong>on</strong>e Individualized Educati<strong>on</strong> Program<br />
(IEP) goal that suggested deficits in social <strong>and</strong><br />
pragmatic language skills. See Table 1 for participant<br />
demographic characteristics.<br />
Primary Mode of<br />
Communicati<strong>on</strong> Primary AAC Support<br />
Bob 17 Male Fragile-X Verbal Visual strategies <strong>and</strong> supports<br />
TJ 18 Male Mental <strong>and</strong> Cognitive<br />
Impairment<br />
Verbal Visual strategies <strong>and</strong> supports<br />
Devin 19 Male TBI-Cognitive<br />
Verbal Communicati<strong>on</strong> boards/pages<br />
Impairment<br />
Visual supports<br />
Eric 15 Male Down syndrome Verbal Visual strategies <strong>and</strong> supports<br />
Jen 19 Female Cognitive<br />
Impairment<br />
Verbal Visual strategies <strong>and</strong> supports<br />
* Names have been changed to protect c<strong>on</strong>fidentiality<br />
344 / Educati<strong>on</strong> <strong>and</strong> Training in Developmental Disabilities-September 2008<br />
Bob. Bob was a 17-year-old male diagnosed<br />
with Fragile-X syndrome. His primary mode of<br />
communicati<strong>on</strong> with peers <strong>and</strong> teaching staff<br />
was oral speech. His verbal communicati<strong>on</strong><br />
was augmented with pictorial representati<strong>on</strong>s<br />
of items or ideas (i.e., visual strategies) in <str<strong>on</strong>g>the</str<strong>on</strong>g><br />
classroom as needed. Bob appeared to have<br />
adequate functi<strong>on</strong>al vocabulary <strong>and</strong> sentence<br />
structure in structured classroom routines. He<br />
initiated <strong>and</strong> resp<strong>on</strong>ded to communicati<strong>on</strong>,<br />
although approximately 80% of his communicati<strong>on</strong><br />
c<strong>on</strong>sisted of resp<strong>on</strong>ses. Bob participated<br />
in structured academic activities <strong>and</strong><br />
frequently took his communicati<strong>on</strong> turns in<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g>se structured educati<strong>on</strong>al settings.<br />
Occasi<strong>on</strong>ally, breakdowns in communicati<strong>on</strong><br />
exchanges were observed when Bob was<br />
in group/classroom situati<strong>on</strong>s. For example,<br />
when he verbally resp<strong>on</strong>ded to questi<strong>on</strong>s from<br />
teaching staff, he often did not make eye c<strong>on</strong>tact,<br />
turned his body away from his communicati<strong>on</strong><br />
partner, <strong>and</strong> used an inappropriately<br />
high pitch <strong>and</strong> sarcastic t<strong>on</strong>e of voice. During<br />
<str<strong>on</strong>g>the</str<strong>on</strong>g>se times, his sentence length also became<br />
notably reduced. Bob’s Speech-Language Pathologist<br />
(SLP) had instituted a visual prompting<br />
AAC system that c<strong>on</strong>sisted of pictorial<br />
prompts with printed words for each academic<br />
less<strong>on</strong> that functi<strong>on</strong>ed as a sentence<br />
completi<strong>on</strong> strip. The purpose of this system<br />
was to facilitate l<strong>on</strong>ger verbal utterances, but<br />
Bob did not use it without verbal reminders<br />
from teaching staff. Therefore, Bob’s sp<strong>on</strong>taneous<br />
communicati<strong>on</strong> interacti<strong>on</strong>s were often<br />
limited to <strong>on</strong>e- or two-word phrases <strong>and</strong> two