Identifying Potential Communicative Acts in Children with Developmental and Physical Disabilities

Abstract

There is growing recognition of the communicative potential in many of the informal and idiosyncratic behaviors exhibited by children with developmental and physical disabilities. To assist in assessment and intervention planning, it would seem important to identify these potential communicative acts. To this end, the present article describes the development of the Inventory of Potential Communicative Acts (IPCA). The IPCA is an interview schedule designed to be completed by parents, teachers, and therapists of children with developmental and physical disabilities and severe communication impairment. It consists of 53 questions asking informants to indicate how the child communicates 10 distinct pragmatic functions. To date, pilot testing, development research, and field trials have involved 30 children.The results of this development work indicate that the IPCA is an efficient means of collecting accurate and verifiable data on the potential communicative acts of children with severe communication impairment associated with a range of developmental and physical disabilities. Use of the IPCA in communication assessment and intervention is discussed.

Evaluating parent use of functional communication training to replace and enhance prelinguistic behaviours in six children with developmental and physical disabilities

“…In addition, the prelinguistic behaviours of children with developmental and physical disabilities are often highly subtle and idiosyncratic, which could make it difficult for listeners to recognize and interpret the child's communicative attempts. 17 This could lead to frequent communicative breakdowns, which could in turn provoke an escalation to problem behaviour as the child attempts to repair the communicative breakdown. 18 There may thus be value in replacing or enhancing the child's existing prelinguistic behaviours, even if these forms are acceptable.…”

Observational Data on Socio-Communicative Phenomena in Classrooms Supporting Students with Profound Intellectual and Multiple Disability (PIMD): Advancing Theory Development on Learning and Engagement Through Data Analysis

“…The overall goal of the mentor model was to equip staff with skills, knowledge and confidence to introduce, sustain and enhance the amount and the quality of social and communicative engagement involving the target student with PIMD, using evidence-based strategies and literature in support of this goal. In addition to using tools such as the IPCA (Sigafoos et al 2000) to inform planning for intervention, the mentor model also guided staff in the selection of appropriate high-and low-technology switching and communication devices. The use of augmentative and alternative communication (AAC) in the study was one element in a comprehensive approach to social and communication support for the target students with PIMD as well as staff, and required appropriate training for the classroom teacher and teacher aide who played a central role in delivering and maintaining the intervention.…”

“…Munde et al (2011) for example, trialled an Alertness Observation List in a Dutch special education school, highlighting the practical ways in which teaching staff can prioritise activities and times that enhance more alert states. Sigafoos et al (2000) developed the Inventory of Potential Communicative Acts (IPCA) using an interview matrix approach to the reported behaviours of persons with PIMD and the communication functions they may serve for persons with PIMD. By gauging the level of involvement and responsiveness of individuals with PIMD, educators can design interventions that maximise communicative engagement and participation, in the context of variables such as social groupings and settings, nutrition and hydration requirements, medication regimes and a range of other sociocommunicative factors.…”

The Time is Now: The Need for an Intensive, Appropriate Individual Intervention for Individuals with Rett Syndrome

“…Yet, when the motivation of the person with RTT is high enough and the people caring to her needs are attentive enough, she will be able to convey her needs and wants and drastically improve her wellbeing [19,28,29]. Today we know that individuals with RTT are able to communicate once given the appropriate tools [30] such as body signals, voices, picture symbols, communication boards, or different gestures [19,25].…”