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Language, Speech, and Hearing Services in Schools Vol.30 324-334 October 1999.
© American Speech-Language-Hearing Association
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Teaching the Conditional Use of Communicative Requests to Two School-Age Children With Severe Developmental Disabilities

Joe Reichle 1
Susan S. Johnston 2
1 University of Minnesota, Minneapolis
2 University of Utah, Salt Lake City

reich001{at}umn.edu

Purpose: Two boys with severe developmental disabilities were taught to conditionally use requests to obtain desired snack items.

Method: When items were in the possession of another person (teacher, peer) or proximally distant, learners were taught to emit communicative requests. When items were proximally near, learners engaged in a self-selecting response.

Results: Results suggest that the conditional discriminations were established quickly. Both learners generalized their conditional discriminations to other contexts within the classroom.

Clinical Implications: This study demonstrates the importance of attending to conditional discriminations when teaching communication requests.

KEY WORDS: severe developmental disabilities, augmentative and alternative communication, intervention, conditional discriminations, general case instruction

Submitted on July 22, 1998
Accepted on April 5, 1999


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