[[abstract]]The goal of this study was to investigate Non-symbolic Communication (NSC) forms and functions by conducting an assessment of the communication behavior of children with severe handicaps. We do so with the use of the environmental arrangement strategy in the generalization setting in order to improve the communications and to investigate important environmental variables that affect the occurrence of communication. A single-subject multiple design across subjects was experimented on three --ages six to eight-- children with severe handicaps from elementary school. The Functional Assessment and environmental arrangement strategy were used to collect the NSC data and make an intervention. Also, questionnaires for teachers were used to evaluate the effects of this study. The results of this study indicate the following: 1.By using Functional Assessment, the most used NSC forms of the three subjects were taking things directly, eye contact, escape, and so on. They have many alone behaviors such as circling their body, sucking fingers, playfulness in the classrooms, and sitting in the corner in the classroom. Their comomunication behaviors are limited, and they don’t have initial communication behaviors. 2.Although the data curve is unstable, all subjects showed higher frequencies of communication behavior within the treatment sessions than in the baseline sessions. It should also be noted that the effects will decrease when the strategy is not properly controlled. 3.The result of this experiment suggests that the individuals’ NSC forms, the teachers’ responses, and the content of the strategy were the most important variables that can affect the occurrence of acts of communication by children with severe handicaps. The results are carefully discussed. Recommendations for further research and teaching are offered in this study based on the results.
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