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It is well established that individuals with complex communication needs (CCN) can increase their ability to communicate efficiently and effectively. However, many individuals with CCN experience opportunity barriers with regard to the development of communication skills. This paper will review promising practices and research implications for addressing opportunity barriers for individuals with complex communication needs. Individuals with CCN may experience opportunity barriers to the development of communication skills, including barriers related to policies, practices, knowledge/skills of professionals or communication partners, and attitudes. Research suggests that promising practices exist for addressing these barriers. Additional research should be conducted in order to further our understanding of efficient and effective ways to address opportunity barriers. Although often discussed separately, it is important to note that opportunity barriers are interrelated and therefore changes to one barrier may have a collateral impact on other barriers. This paper summarized research related to opportunity barriers for individuals with CCN as well as promising practices for addressing barriers.

Developing communication skills is critical for all young children, especially for those receiving early intervention (EI) services. Thus, many researchers have investigated evidence-based practices for teaching social communication skills. In an attempt to minimize the gap between research and practice, research investigating training caregivers to use communication teaching strategies has been conducted and replicated. In many studies, interventions have been delivered by researchers rather than natural change agents. The purpose of this study was to assess the social validity of a caregiver-implemented communication strategies intervention program in which the caregiver was trained and coached by a natural change agent, the family’s EI service provider, via telepractice. We analyzed multiple sources of data to investigate the social validity of the intervention program. We found that some aspects of the program had high levels of social validity (e.g., goals and outcomes). Other aspects of the program had lower levels of social validity (e.g., procedures and technology use). The findings, limitations, and implications for practice and research are discussed.

Despite the potential positive impact of augmentative and alternative communication, the literature suggests that many individuals with disabilities experience barriers in developing communication skills and access to appropriate supports. Parents can provide valuable insight into the barriers and facilitators experienced by their children with complex communication needs. Previous studies exploring parent perspectives of the complex communication needs of children with various disabilities have revealed similarities and differences in experiences. This supports the need to examine the barriers and facilitators experienced by different populations, including individuals with Koolen de Vries syndrome (KdVS). As a newly identified syndrome, information on individuals with KdVS is limited, and studies examining parent experiences in supporting the communication needs of children with KdVS have not been conducted. This study obtained parents' perspectives regarding the communication barriers and facilitators experienced by their children with KdVS. Fifteen parents participated in one of two focus group sessions. The data were analyzed through qualitative content analysis, resulting in 13 categories discussed in relation to previous research and conceptual frameworks. Research and practical implications for developing a deeper understanding of the barriers experienced by children with KdVS are proposed.

This article extends Dr. Bob Remington's call for collaborations between those supporting behavioral approaches and those supporting more natural developmental approaches to beginning communication intervention. This article expands areas previously discussed by Dr. Remington. Topics that are addressed include pivotal behaviors that may facilitate communication acquisition, matching law and response efficiency, generalization, maintenance, and the related topics of general case instruction (which involves an understanding of stimulus and response classes). These topics reflect contemporary areas of research that could be better integrated into translational research and have not been extensively integrated into augmentative and alternative communication (AAC) practice. Dr. Remington's article discussed the value of behavioral approaches and corresponding methodology to AAC researchers and practitioners. We agree and discuss the need for greater interaction among proponents of varying approaches to intervention.

Purpose The purpose of this article is to provide interventionists with a strategy for comparing the efficiency of initial graphic symbol acquisition in an individual's 1st and 2nd language for Eng...

Introduction Meaningful feedback is essential for effective medical education, yet the feedback process has been consistently problematic for both learners and faculty. Emerging research on feedback highlights the importance of the learner, relationships, and culture for feedback to improve performance. We used the theory of self-regulated learning to develop the Prepare to Ask-Discuss-Ask-Plan Together (Prepare to ADAPT) framework to improve the feedback processes and investigated learner perceptions of this innovative feedback framework. Methods Qualitative thematic analysis of structured interviews of nine trainees participating in training on the Prepare to ADAPT feedback framework. Results The framework appeared primarily to potentially decrease learner anxiety and stress around the feedback process by providing a simple, structured discourse pattern. We identified five contributing themes: (1) increased efficiency of the feedback process; (2) formation of coaching/teamwork relationships; (3) facilitation of reflection and goal identification; (4) increased frequency of the feedback; (5) increased usefulness of the feedback. Discussion The Prepare to ADAPT framework may help decrease stress and anxiety of the feedback by clarifying the process, applying a structure, and developing coaching relationships. The framework was found to be easy to use and increased the number of effective feedback conversations in this exploratory study.

Children with autism spectrum disorder (ASD) may encounter difficulties in various aspects of play, including successful entrance into playgroups. This article describes the practical and applied use of an empirically validated strategy that uses graphic symbols to teach young children with ASD to request entrance into playgroups.

Mathematics and numeracy are valuable cognitive learning areas that need to be addressed during the early childhood years. The purpose of this study was to examine the effectiveness of an intervention strategy comprised of creating opportunities, prompting, providing consequences, and prompt fading when teaching preschool children with disabilities numeracy/math skills in the context of identified classroom activities. A single subject multiple-baseline probe design within participants, replicated across three participants, was used to explore the effects of the intervention. The results of this study support the use of the strategy within inclusive preschool settings.

A national mail survey of Head Start preschool teachers ( N = 500) was conducted to assess their practices, the availability of specialist support, and their views related to emergent literacy instruction for Head Start children who have a disability or developmental delay. The responding teachers ( n = 254) reported that (a) nearly one quarter of the children in their class were receiving special education and related services, (b) the majority of them did not work with a special educator, (c) they were using a variety of strategies to support emergent literacy learning for children with disabilities in their classroom, and (d) more than 90% of them strongly disagreed or disagreed with the statement “Children with disabilities are not ready for emergent literacy instruction in preschool.” These results are discussed within the context of the need for additional research and professional development and support for preschool classroom teachers.

A multiple baseline across participants design was used to evaluate the effects of Social Stories to help preschool-aged children with characteristics of Autism Spectrum Disorders (ASD) increase their engagement in functional behaviors and use sensory integrative-based strategies to promote self-regulation. Three children, 3-5 years old, from a self-contained preschool classroom were selected to participate in the study. The intervention package included reading individualized Social Stories that discussed desired behaviors and self-regulation strategies. The researchers measured the percentage of intervals in which participants engaged in desired behaviors. The frequency of desired behaviors increased for all participants. The use of self-regulation strategies varied across participants. These findings suggest that the intervention was successful in increasing desired behaviors of the three children. Further research is recommended on the effectiveness of embedding sensory integrative strategies into Social Stories. Practitioners may consider the use of Social Stories as a tool to increase independence and encourage self-regulated behaviors in children with characteristics of ASD.

This review provides a summary and appraisal commentary on the treatment review by Van der Meer, L., Kagohara, Achmadi, D., Green, V. A., Herrington, C., Sigafoos, J., O’Reilly, M., Lancioni, G., Lang, R., & Rispoli, M. (2011). Teaching functional use of iPod-based speech generating device to individuals with developmental disabilities. Journal of Special Education Technology 26, 1–11. Source of funding and disclosure of interest: No source of funding reported, and no conflicts of interest reported by the original authors of this research report. Because Dr. Sigafoos is a co-author, this manuscript was handled by Drs. Schlosser and Koul.

It has been well established that participation in social activities is essential to children's development and that disability status can affect a child's participation in everyday activities. However, little research has been done on the impact of sensory processing disorders (SPDs) on social participation and play behaviors. This study is part of a larger study examining the social participation of children with SPD and specifically compares the playground play behaviors of children with SPD and those of their typically developing peers. Both groups of children were observed over multiple sessions during unstructured recess activity and their behaviors were coded and analyzed. Statistically, results show that the play patterns of the two groups were generally similar. However, there were qualitative differences in the play behaviors of the two groups, including conflict, social play, access to play opportunities, and awareness of social cues. Implications for practice and future research are discussed.

Participation in social aspects of daily life is crucial to children’s development. Although disability status is recognized to affect children’s ability to participate in social activities, little is understood about the impact of sensory processing disorders (SPD) on children’s social participation. We examined the social participation patterns of 2 groups of children (ages 6–9): (1) children with SPD and (2) their typically developing peers. All children participated in a structured interview to report their social participation patterns, including activity patterns and social networks. We used parent and teacher questionnaires to triangulate the data gathered from the children. Results revealed that the 2 groups of children demonstrated generally similar patterns of activity preferences and use of free time but had significant differences in areas related to intensity and enjoyment of involvement and in their social networks. Implications for future research and interventions are discussed.

The purpose of this study was to provide a preliminary examination of an intervention strategy designed to teach sound-letter correspondence and spelling of consonant-vowel-consonant (CVC) combinations to young children who use Augmentative and Alternative Communication (AAC). A multiple baseline probe design across behaviors was used to assess the effects of the intervention on the percentage of correct responses provided by two participants on the target skills during free-choice play activities in the literacy center of inclusive classrooms. The results of this study provide preliminary support for the use of the intervention strategy within inclusive classrooms.

Emerging literacy has been defined as the “reading and writing knowledge and behavior of children who are not yet conventionally literate” (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as well as ways to adapt literacy-related materials and activities for children with delays/disabilities are presented and discussed.

Doss and Reichle (1991) define challenging behavior as "behavior by a learner that results in self-injury or injury of others, causes damage to the physical environment, interferes with the acquisition of new skills, and/or socially isolates the learner" (p. 215). Challenging behaviors may take many forms. Behaviors that are self injurious may include scratching, biting, head banging, punching, face slapping, pinching, eye gouging, ear pulling, hand mouthing, arm biting, and self choking (Carr, 1977; Horner & Day, 1991, Iwata, Dorsey, Slifer, Bauman, & Richman, 1982; Taylor & Carr, 1992). Aggressive behaviors may involve hitting, scratching, kicking, biting, pinching others, and knocking over objects (Carr & Durand, 1985a; Carr & Durand, 1985b; Horner & Day, 1991; Horner, Sprague, O'Brien, and Heathfield, 1990; Taylor & Carr, 1992). Behaviors that involve tantrums may include persistent crying, loud vocalizations, screaming, and whining (Carr & Durand, 1985a; Carr & Newsom, 1985; Durand & Carr, 1987; Taylor & Carr, 1992). Finally, the form of some challenging behaviors may entail more unique or stereotypical mannerisms such as body rocking, hand flapping, mouthing, and body posturing (Carr & Durand, 1985a; Carr & Newsom, 1985; Durand & Carr, 1987; Taylor & Carr, 1992). Oftentimes, the immediate influence of a challenging behavior on a child and/or his environment (e.g., self-injury or injury of others, damage to the physical environment, interference with the acquisition of new skills, social isolation of the learner) is significant enough to warrant intervention. The importance of intervention is further accentuated by research examining the potential long term influence of challenging behaviors. Research has demonstrated that challenging behaviors create a barrier to community placement (Hill, Lakin, & Bruininks, 1984; Pagel & Whitling, 1978) and are a major cause of admission as well as readmission to state institutions (Nihara & Nihara, 1975; Pagel & Whitling, 1978). Furthermore, individuals who engage in challenging behaviors are at increased risk for rejection by teachers and peers (Walker, Ramsey & Gresham, 2003). Increased awareness and understanding of the potential immediate and long- term influence of challenging behaviors on a child and/or his environment has resulted in an interest in developing interventions to address challenging behaviors during the early childhood years. Reichle et al (1996) note that this interest has met with some resistance given that many individuals who serve preschool aged children who engage in challenging behaviors report a belief that these children will "grow out of the challenging behaviors. However, this belief is not supported by analyses suggesting that challenging behaviors engaged in by preschoolers are not outgrown and many preschool aged children who engage in challenging behaviors will continue to engage in problem behaviors in elementary school (Campbell, 1998). For children who engage in the most severe problem behavior, researchers recommend developing individualized interventions based on functional assessment data (Crone & Horner, 2003; Sugai & Horner, 2002). Functional assessment is the process that is used to obtain information regarding the environmental antecedents (Richman, & Wacker, 2001) and consequences that motivate an individual's emission of challenging behavior (e.g., Durand, 1990; O'Neill et al, 1997). This process involves (a) identifying and defining the challenging behavior, (b) identifying the events and circumstances that are regularly associated with the occurrence and nonoccurrence of the challenging behavior, and (c) determining the social function or the purpose of the challenging behavior (Foster-Johnson, & Dunlap, 1993; Mcintosh, & Av-Gay, 2007; O'Neill et al, 1997). A number of methods have been described for collecting functional assessment information. …

As the Next Accreditation System (NAS) is rolled out, training programs will need to implement a process for continuous faculty development on the use of assessment tools. Reliable assessments of performance by multiple trained faculty are essential to demonstrate resident skill development over time. Yet, with increasing time demands on faculty, fullor half-day training sessions recommended by experts for greater efficacy of training are generally not feasible. Alternately, brief, continuous training, embedded in regularly scheduled meetings, can support ongoing faculty development to help meet NAS requirements.

Three young children with severe, multiple disabilities were taught to utilize a voice output communication aid (VOCA) to request access to preferred items and/or peers during play activities. Acquisition of VOCA use resulted from a naturalistic intervention strategy that consisted of creating communication opportunities, prompting the participant to engage in the target behavior via a full physical prompt, and facilitating access to natural consequences for appropriate participant responses. Intervention occurred in the context of naturally occurring free-choice activities in inclusive classrooms. Results showed that the intervention strategy was effective in teaching all three participants to use a VOCA to request access to items and/or peers. The peers generally responded to the participants with either positive or neutral responses. Survey data on the acceptability of the intervention to classroom staff are also discussed.

Individuals with severe disabilities whose speech is either ineffective or inefficient for meeting their communicative needs have benefited from augmentative and alternative modes of communication (AAC). However, despite the evidence supporting the use of AAC with individuals with severe disabilities, practitioners may still encounter challenges in implementing AAC interventions. These challenges may be due, in part, to problems related to contextual fit. This paper (a) examines the importance of contextual fit in the design and implementation of AAC interventions, (b) explores the potential role of response efficiency for enhancing contextual fit, (c) presents a framework for examining the response efficiency of AAC interventions, and (d) provides a discussion of needed research. Keywords: Augmentative and Alternative Communication, AAC, Contextual Fit, Response Efficiency. Introduction Augmentative and Alternative Communication (AAC) refers to the use of devices or techniques that supplement or replace an individual's spoken communication skills (Mustonen, Locke, Reichle, Solbrach, & Lindgren, 1991). AAC includes unaided modes of communication (e.g., gestures, sign languages/systems, and facial expressions) as well as aided modes of communication (e.g., line drawings on a communication board, written words on a pad of paper, laptop computers with synthesized speech output, dedicated AAC devices with digitized speech output). Individuals with severe disabilities whose speech is either ineffective or inefficient for meeting their communicative needs have benefited from augmentative and alternative modes of communication (e.g., Cafiero, 1998; Johnston, McDonnell, Nelson, & Magnavito, 2003; Johnston, Nelson, Evans, Palazolo, 2003; Marcus, Garfinkle, & Wolery, 2001; Mirenda & Ericson, 2000; Quill, 1997; Rowland & Schweigart, 2000; Schopler, Mesibov, Shigley, & Hearsey, 1995). However, as promising as the evidence supporting the use of AAC with individuals with severe disabilities has been, practitioners still encounter challenges in implementing AAC interventions. These challenges may be due, in part, to problems related to contextual fit. This paper (a) examines the importance of contextual fit in the design and implementation of AAC interventions, (b) explores the potential role of response efficiency for enhancing contextual fit, (c) presents a framework for examining the response efficiency of AAC interventions, and (d) provides a discussion of needed research. Importance of Contextual Fit in the Design and Implementation of AAC Interventions The term contextual fit refers to the compatibility between an intervention and a variety of variables, including characteristics of the person for whom the intervention was developed, characteristics of the individuals who will implement the plan, and features of the environment within which the intervention will be implemented (Albin, Lucyshyn, Horner, & Flannery, 1996). Albin et al (1996) posit that an intervention "may be theoretically well designed and solidly grounded in both behavior theory and documented practice, and yet still not be a good fit for the people and the environments involved" (p.83). An intervention may lack strong contextual fit for a variety of reasons. For the AAC user, the AAC intervention may require too much effort and/or may not consistently result in interactions that fulfill their communication wants/needs. For communication partners, the AAC intervention may be cumbersome or time consuming to design and implement, may conflict with existing priorities, or may fail to meet their own communicative needs. Personal experience suggests that many AAC users and their communication partners have participated in interventions that lack a good contextual fit. For example, consider Jane, a preschool aged child who was taught to use sign language to communicate her wants and needs. …

The authors conducted a national survey of Head Start preschool teachers to assess their views and practices related to emerging literacy. Results indicated that Head Start teachers use a variety of strategies to promote emerging literacy, with a major focus on book knowledge/appreciation and print awareness skills. The teachers indicated that they least frequently used strategies to improve phonological awareness skills. Many of the strategies teachers reported using involved creating opportunities for children to engage in emerging literacy activities and arranging the environment to improve emerging literacy. Overall, Head Start teachers endorsed the idea that emerging literacy skill instruction should occur on a daily basis. The authors also provide implications for the current study as it relates to research and practice.

Often, specialists in the field of Assistive Technology (AT) are presented with the challenge of teaching learners to utilize AT in order to increase, maintain, or improve their capabilities. Despite best efforts, rates of AT abandonment are alarmingly high. Understanding the factors that may influence an individual's choice to utilize AT may assist interventionists in designing and implementing effective interventions that prevent technology abandonment. This paper discusses some variables that may influence an individual's choice to utilize AT. Furthermore, the potential applicability of manipulating these variables to decrease the probability of AT abandonment are discussed.

It is the first day of school and excitement has filled Mrs. Kay's kindergarten classroom. Mrs. Kay is always happy for the new school year to begin. However, this year also brings some trepidation. She has a new student named Ashley who is deaf and who has a cochlear implant. This situation is very new to Mrs. Kay and she currently has more questions than answers.

Three preschool-aged children with disabilities were taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing access to natural consequences for appropriate responses. Interventions occurred in inclusive preschool classrooms. The intervention strategy was effective in teaching functional communication behaviors using AAC for all three participants. Survey data on the acceptability of the intervention to preschool staff, and ecobehavioral data examining the impact of the intervention on child participation and use of symbolic communication are also discussed.

Three preschool-aged children with autism spectrum disorder (ASD) were taught to utilize a visual support (a graphic symbol representing 'Can I Play?') to request entrance into play activities. Acquisition of graphic symbol use resulted from the implementation of a naturalistic intervention strategy that included creating communicative opportunities, providing a model of the desired behavior, prompting the participant to engage in the desired behavior (via a least-to-most prompting hierarchy and time delay), and providing access to natural consequences for appropriate participant responses. Intervention occurred in the context of ongoing play activities in the classroom. Results showed that the intervention strategy was effective in teaching participants to request entrance into play activities for all three participants. The collateral impact of the graphic symbol use on the participant's 'off-task' behavior and use of verbal language, and survey data on the acceptability of the intervention to preschool...

Reports present mixed findings on the extent to which the development of receptive language skills in children with severe speech and physical impairments (SSPI) is compromised by their difficulty with speaking (V. W. Berninger & B. M. Gans, 1986; D. V. M. Bishop, B. Byers Brown, & J. Robson, 1990; O. Udwin & W. Yule, 1990). In this study, grammaticality judgments were used to measure the sensitivity of 4 school-age children with SSPI to different morphological errors. These errors included violations of agreement between the subject and auxiliary verbs (e.g., she are falling ), the marking of aspect (e.g., she is play the horn ), and the marking of past tense on regular and irregular verbs (e.g., he jump, he fall, he falled ). Performance of the participants with SSPI was compared to groups of typically developing children and adults. Results indicated that children in the SSPI and control groups made similar judgments. All groups showed high levels of sensitivity to agreement violations, aspect-marking errors, and tense-marking errors involving irregular verbs. Participants with SSPI had greater difficulty detecting tense-marking errors involving regular verbs. Implications for improving clinical assessments within this population are discussed.

There has been a tremendous increase in interest in and information about functional assessment and analysis strategies. However, teachers and other practitioners continue to struggle with choices about the most effective and efficient strategies for use in school and community settings. This article provides a review of current literature on the comparative validity of different assessment and analysis approaches. Based in part on this information, a process that can be followed by persons responsible for conducting assessments and developing and implementing behavior support plans is proposed.

The purpose of this study was to compare preschoolers' performance on linear and row-column scanning selection techniques. Twelve typically developing children between 2 and 4 years of age participated in an identity matching task in which each child was asked to select black and white line-drawn symbols from linear and row-column scanning arrays displayed on the Sentient Systems DynaVox®electronic communication device. Overall errors emitted by participants in linear scanning and row-column scanning were not significantly different. However, substantial differences in errors emitted were noted with regard to (a) number of cursor movements necessary to access the desired symbol and (b) number of passes of the cursor across the symbol display.

Two children with severe disabilities who used electronic communication aids were taught to extend conversations as a result of implementation of an intervention strategy based on high-probability request sequences. Both participants had been selected as a result of the discrepancy between their propensity to respond to obligatory conversational bids (e.g., a question such as “What did you do at recess?”) and their propensity to refrain from responding to nonobligatory conversational bids (e.g., comments such as “I played kickball at recess”). Both learners' conversational maintenance skills improved as a result of the procedure. Educational implications are discussed.

This study assessed the communication initiation and repair behaviors of 28 individuals with severe to profound mental retardation in a variety of experimental conditions. All of these individuals communicated through nonsymbolic gestures. The experimental procedures were devised to simulate the conditions that typically evoke two different types of initiations: comments and requests. Each subject initiation was followed by an experimenter response that indicated a communication breakdown to determine if and how these subjects would attempt to repair such breakdowns. Different indicators of communication breakdown were systematically varied in these scripted interactions, including explicit requests for repair (verbal and gestural) and implicit requests for repair (failure to respond or inappropriate response to the subject’s communication act). All subjects initiated at least one communication act, and all but three subjects repaired at least one communication act following a breakdown. Significantly more subjects initiated protoimperative than protodeclarative communication acts, despite equal opportunities for both types of acts. Across all conditions, additions were observed to occur significantly less often than recasts or repetitions. There were no significant differences in the number of subjects repairing communication following the different types of communication breakdown.

Communication interventionists often encounter children whose ability to learn new skills and interact with others is jeopardized by challenging behaviors. Challenging behaviors may take many forms (e.g., hitting, screaming, self-injury) as well as serve a variety of purposes or functions (e.g., obtaining access to or escaping from objects, activities, or attention). The purpose of this article is to (a) discuss assessment strategies that interventionists may find helpful when attempting to accurately pinpoint the function of challenging behavior, (b) present an array of proactive interventions that can be used to decrease escape-motivated challenging behavior, and (c) present various proactive interventions that can be used to decrease access-motivated challenging behavior. Additionally, factors that may influence the selection of one intervention strategy over an alternative intervention strategy are discussed.

The purpose of this study was to compare two conditions for teaching two children with autism (ages 4;10 and 5;4) who used Augmentative and Alternative Communication (AAC) to point to the printed letter that corresponded to the spoken letter sounds of /t/ and /m/. In one condition (gradual array), the printed letter was first presented in isolation and then distracter letters were gradually introduced. In the other condition (fixed array), the printed letter was immediately presented in combination with seven distracter letters. Using an alternating treatment design, results revealed that the fixed array condition resulted in a faster rate of acquisition of target skills for both participants. Implications and directions for future research are discussed.

This study compared the efficiency and effectiveness of a variety of augmentative and alternative (AAC) devices for ordering meals in fast food restaurants. The duration of the transaction served as the dependent measure of communicative efficiency. The number of requests for clarification produced by the clerk served as a dependent measure of communicative effectiveness. Results showed that each of the devices studied has the potential to provide the user with an effective means of ordering food at a fast food restaurant. Ways to optimize AAC systems and communicative interactions are also discussed.

Augmentative and alternative modes of communication (AAC) have assumed an increasingly important role in meeting the communicative needs of individuals with severe disabilities. Despite the potential of AAC to enhance an individual’s communicative effectiveness, practitioners may encounter challenges in implementing AAC interventions with individuals with severe disabilities. This article provides strategies addressing some of the challenges faced by practitioners as they teach beginning communicators with severe disabilities to use AAC. Specifically, this article discusses strategies for dealing with situations when learners (a) have AAC systems but are not using them, (b) have AAC systems but their communication partners are not actively participating, or (c) use alternative, but socially or contextually inappropriate, strategies for communication. This article culminates in a framework for increasing the effectiveness of AAC interventions and presents a discussion of needed research.

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.