An evaluation of two interventions on the phonetic repertoire of children with multiple disabilities

Abstract

Children who have multiple disabilities often have complex communicational needs (Crickmay 1966; Orelove & Sobsey, 1996; Van Riper & Erickson, 1996; Workinger 2005). To augment or supplement these children’s communication skills some form of alternative and augmentative communication (AAC) may be provided (Beukleman & Mirenda, 2005; Downing, 1996; Orelove & Sobsey, 1996; Stephenson & Dowrick, 2005). However it has been found that parents fear AAC will prevent focus on verbal output which is the preferred way of communication (Allaire et al 1991; Beukelman & Mirenda, 2005; Schlosser, 2003; Stephenson & Dowrick, 2005). This study investigated the impact of a combined therapy approach on the phonetic repertoire of children with multiple disabilities. In addition, changes in communication intent were also explored. Each child received intervention across four, 20-30 minute sessions per week for six weeks. Results show that all of the children made improvements, however not all changes were significant. Clinical implications of the study include the notion that working on traditional therapy techniques can improve the speech and language of children who have multiple disabilities and there is a need to look further at traditional therapies and incorporate AAC into these