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Related Experiment Videos

Tutorial: teaching communicative rejecting to children with severe disabilities.

Jeff Sigafoos1, Erik Drasgow, Joe Reichle

  • 1Department of Special Education, University of Texas at Austin, 1 University Station, Austin, TX 78712-1290, USA. j.sigafoos@mail.utexas.edu

American Journal of Speech-Language Pathology
|April 23, 2004
PubMed
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Teaching children with severe disabilities to reject unwanted items or activities is crucial for their autonomy. This review explores definitions, rationales, types, and strategies for teaching communicative rejecting.

Area of Science:

  • Developmental Psychology
  • Special Education
  • Applied Behavior Analysis

Background:

  • Children with severe disabilities often need structured teaching to improve communication.
  • Functional communication skills, including requesting and rejecting, are foundational.
  • While requesting skills are well-researched, teaching rejecting skills is an emerging area.

Purpose of the Study:

  • To review the current literature on teaching communicative rejecting to children with severe disabilities.
  • To define communicative rejecting and outline its importance.
  • To present empirically supported strategies for teaching these skills.

Main Methods:

  • Systematic review of emerging literature on communicative rejecting.
  • Analysis of definitions, rationales, and types of communicative rejecting.

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  • Examination of evidence-based teaching strategies.

    • Main Results:

    • Communicative rejecting is a vital skill for children with severe disabilities, enhancing their autonomy and reducing challenging behaviors.
    • Various empirically validated strategies exist for teaching communicative rejecting, including direct instruction and reinforcement-based methods.
    • A case study illustrates the practical application of these strategies.

    Conclusions:

    • Teaching communicative rejecting is essential for improving the quality of life for children with severe disabilities.
    • Educators and clinicians can utilize evidence-based strategies to effectively teach these skills.
    • Further research is needed to expand the existing literature on communicative rejecting interventions.