Tutorial: Teaching communicative rejecting to children with severe disabilities

Jeff Sigafoos, Erik Drasgow, Joe E Reichle, Mark O'Reilly, Vanessa A. Green, Kathleen Tait

Research output: Contribution to journalReview article

17 Scopus citations

Abstract

Children with severe disabilities typically require systematic instruction to develop their communication abilities. Intervention can begin by teaching functional communication skills related to requesting and rejecting. Although a considerable amount of research has focused on teaching requesting, there is an emerging literature on teaching rejecting. The aim of this tutorial is to review the emerging literature on teaching communicative rejecting to children with severe disabilities. This review considers (a) the definition of communicative rejecting, (b) reasons for teaching communicative rejecting, (c) types of communicative rejecting, and (d) empirically validated strategies for teaching communicative rejecting to children with severe disabilities. The authors include a case study to illustrate the major steps in teaching communicative rejecting to children with severe disabilities.

Original languageEnglish (US)
Pages (from-to)31-42
Number of pages12
JournalAmerican journal of speech-language pathology
Volume13
Issue number1
StatePublished - Feb 2004

Keywords

  • Augmentative communication
  • Communicative rejecting
  • Intervention strategies
  • Severe disabilities

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    Sigafoos, J., Drasgow, E., Reichle, J. E., O'Reilly, M., Green, V. A., & Tait, K. (2004). Tutorial: Teaching communicative rejecting to children with severe disabilities. American journal of speech-language pathology, 13(1), 31-42.