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Using pictorial representations as communication means with low-functioning children.

G E Lancioni

    Journal of Autism and Developmental Disorders
    |March 1, 1983
    PubMed
    Summary
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    This study demonstrates that low-functioning children can learn complex communication skills using pictorial representations. The children successfully learned to associate images with objects and actions, showing significant generalization learning.

    Area of Science:

    • Child Psychology
    • Developmental Disabilities
    • Augmentative and Alternative Communication (AAC)

    Background:

    • Low-functioning children often face significant challenges in developing effective communication methods.
    • Pictorial representation systems offer a potential avenue for enhancing communication in this population.

    Purpose of the Study:

    • To investigate the efficacy of teaching pictorial representations as a communication tool for low-functioning children.
    • To assess the learning progression and generalization capabilities in children with communication impairments.

    Main Methods:

    • A sequential training program was implemented, starting with object-card association.
    • Training progressed to include body positions, object-related body positions, simple activities, and complex two-child activities.

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  • Children were trained to independently complete activity cards and assign roles, demonstrating advanced skill acquisition.

    • Main Results:

    • All three participating low-functioning children successfully acquired the targeted communication skills.
    • High levels of generalization learning were observed throughout the training program.
    • Children demonstrated the ability to independently complete tasks and assign roles in complex activities.

    Conclusions:

    • Pictorial representations are an effective communication means for low-functioning children.
    • The structured training approach facilitated significant learning and generalization of communication abilities.
    • This method holds promise for improving communication outcomes in children with developmental disabilities.