A model of phonological processing, language, and reading for students with mild intellectual disability

Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using structural equation modeling. Phonological processing consisted of two distinct but correlated latent abilities: phonological awareness and naming speed. Phonological awareness had strong relationships with expressive and receptive language and reading skills. Naming speed had moderate relationships with these variables. Results suggest that children with ID bring the same skills to the task of learning to read as children with typical development, highlighting the fact that phonologically based reading instruction should be considered a viable approach

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

The National Joint Committee for the Communication Needs of People with Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities

Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities

This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe disabilities. Authors reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved one or more participants with severe disabilities, and (c) addressed one or more areas of communication performance. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects including generalization, maintenance, and social validity. The evidence reviewed indicates that 96% of the studies reported positive changes in some aspects of communication. These findings support the provision of communication intervention to persons with severe disabilities. Gaps in the research were reported with recommendations for future research

The Role of Gesture in Communication Development

This study investigated the role of gesture in communication development. Gestural categories, based on communicative function, were identified from longitudinal videotapes of one mother-child pair. The results of the study indicated that gestures can be reliably delineated. In addition, they served a number of communicative functions: 1) attention directing; 2) referent specifying; 3) requesting information or action; 4) supporting the verbal message and 5) answering yes/no questions. Although the pair's activity influenced the gestural category utilized, a developmental pattern emerged. As the child's linguistic sophistication increased, the mother's use of gestures decreased and the child's increased. The results are discussed with respect to the available literature