Introduction to the Clinical Forum on Communication Interventions for Individuals With Severe Disabilities Anumber of important advances have appeared in the literature recently with regard to communication interventions for children with severe disabilities. These advancements seem to have remedied some of the common problems faced previously by interventionists and the children they serve. For example, Sigafoos Drasgow, Reichle, and O’Reilly (this forum) ... Clinical Forum
Clinical Forum  |   February 01, 2004
Introduction to the Clinical Forum on Communication Interventions for Individuals With Severe Disabilities
 
Author Affiliations & Notes
  • Nancy C. Brady, PhD
    University of Kansas, Lawrence
  • Contact author: Nancy C. Brady, PhD, Schiefelbusch Institute for Life Span Studies, University of Kansas, 1052 Dole Building, 1000 Sunnyside Avenue, Lawrence, KS 66045.
    Contact author: Nancy C. Brady, PhD, Schiefelbusch Institute for Life Span Studies, University of Kansas, 1052 Dole Building, 1000 Sunnyside Avenue, Lawrence, KS 66045.×
  • Corresponding author: E-mail: nbrady@ukans.edu
Article Information
Clinical Forum: Intervention Strategies for Severe Disabilities
Clinical Forum   |   February 01, 2004
Introduction to the Clinical Forum on Communication Interventions for Individuals With Severe Disabilities
American Journal of Speech-Language Pathology, February 2004, Vol. 13, 3-4. doi:10.1044/1058-0360(2004/002)
History: Received January 7, 2004 , Accepted January 21, 2004
 
American Journal of Speech-Language Pathology, February 2004, Vol. 13, 3-4. doi:10.1044/1058-0360(2004/002)
History: Received January 7, 2004; Accepted January 21, 2004
Anumber of important advances have appeared in the literature recently with regard to communication interventions for children with severe disabilities. These advancements seem to have remedied some of the common problems faced previously by interventionists and the children they serve. For example, Sigafoos Drasgow, Reichle, and O’Reilly (this forum) note that one of the problems that grew out of interventions focused primarily on teaching vocabulary was that the vocabulary often included items that did not map onto the communication functions that these children were trying to communicate using nonconventional means. As a result, more functionally oriented approaches to communication interventions have emerged.
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