DEVELOPING COMMUNICATION SKILLS FOR STUDENTS

WITH MULTIPLE AND SEVERE DISABILITIES

Issue 1

Developing
Communication
Skills for

students with
multiple and
severe
disabilities
COMMUNICATION OVERVIEW

Communication not only plays

central role in the
educational participation and
social inclusion (De Bortoli,
Arthur-Kelly, Mathisen, & Balandin
p.55) but in improving the

level of independence beyond

the school setting. When a
student with multiple and
severe disabilities learns how
to communicate effectively,
whether in simple or complex
ways, they gain more
confidence, self-motivation,
self-awareness, selfacceptance, and
independence. As the student
continues to develop these
attributes the less likely they
are to develop learned
helplessness. Learned
Helplessness is defined as,
decreased motivation, failure
to learn, and negative
emotions such as sadness,
anxiety, and frustration
(Fincham 2009). Effective
communication allows for
success at home, in the

IN THIS ISSUE

community, socializing, and

at school.
Students with multiple and
severe disabilities
communicate differently than
their non-disabled peers;
however, it is important to
recognize that they still can
communicate and want to
communicate with those
around them especially their
peers. Communication should
always be a high priority in
order to provide the best
possible tool for these
students to achieve their
desired outcome (Pinto, Simpson,
& Bakken, p.99). Teaching
communication skills can be
complicated due to the
different factors that have an
effect on a students
communication skills and

needs.

DEVELOPING COMMUNICATION SKILLS FOR STUDENTS

WITH MULTIPLE AND SEVERE DISABILITIES | Issue 1

Communication Factors
This is a look at the different factors that
shape how communication skills are
developed by the student. Page 2

Student Example
A student example of Augmentative and
Alternative Communication (AAC) is given.
The student example is to show how trying
something different for a student can lower
the frustration for the student and the
teacher(s), which helps develop more
effective communication for the student that
will last. Page 3

Professional Development and

Strategies
A student example of Augmentative and
Alternative Communication (AAC) is given.
The student example is to show how trying
something different for a student can lower
the frustration for the student and the
teacher(s), which helps develop more
effective communication for the student that
will last. Page 4

The factors that have the biggest

influence on communication skill
development for students with
multiple and severe disabilities are
contextual facto (De Bortoli, ArthurKelly, Mathisen, & Balandin 2014).

Peers

How do the students peers

interact with the student?
Collaboration

What kind of collaboration is

taking place among the
students IEP team and parents?
Professional Development

What professional development

is be given for general education
teachers to understand the
importance of developing
communication skills?
Parent Attitudes/ Home context

Contextual Factors

(De Bortoli, Arthur-Kelly, Mathisen, &

Balandin p.55).

Student Characteristics

How the student acts in different

communicational situations.
The students daily demeanor.
Teacher Characteristics

Attitude presented by the

teacher towards the student.
The knowledge of the teacher on
communication strategies and
devices.
Class Structure

Do the parents have the support

and resources they need to help
their child be successful?
What are their childs
communication needs at home?

Is the student in a self-contained

or inclusion room?
The proximity of that student to
non-disabled peers if in an
inclusion setting.

Importance of Collaboration

These factors all have influence on how the student communicates with those around them, as well as, how th

Collaboration is one of the key factors into

assuring that the communication skill

Student Example

strategy or strategies implemented for a

student with multiple and severe disabilities
is effective. Page 5

Communication
Factors

DEVELOPING COMMUNICATION SKILLS FOR STUDENTS

WITH MULTIPLE AND SEVERE DISABILITIES | Issue 1
In this student example given by
(Bennett, Arthur-Kelley, Foreman, &
Neilands p.94-95), you will see how
adjusting AAC, student
characteristics, teacher
characteristics, and collaboration all
play a role in a students success.
Megan is
This is not Megan from the
12 and
study. This image is from
has
Google Images. This is a
cerebral
similar setup to what Megan
palsy in
would have had in regards
addition
to a tray and device
to
attachment for her
intellectual disabilities. Her Cerebral
Palsy cause her to have tight spasms
in her limbs, which causes limited
control over her limbs. Cerebral
Palsy has not kept Megan from being
social. She loves to communicate,
being included in social situations,
and hates being ignored. Originally
Megan was using a host of gestures
to communicate with the people
around her daily. A smile was used
to show a greeting, happy. Loud
noises was to gain attention. Pout
was used to indicate frustration. Eye
raises were used for making and yes
and no decisions. The teachers
using collaboration first discussed
how to better improve Megans
yes/no responses. They agreed on
the BoardMaker symbols for yes/no
were placed on her tray top of her
wheelchair which allowed her to use
an eye gaze to indicate her
response. For choice making the
teachers decided on using the
BoardMaker symbols again this time
using an AAC device. The team
placed a head switch on her
wheelchair. This switch gave her
independent access to the computer
and classroom activities.
Using the BoardMaker for yes/no
responses in addition to using it for
choice making increased Megans
success and enthusiasm.
Frustration for Megan and her
teachers were reduced because
everyone was able to communicate
effectively. Most importantly Megan
could now have her needs
accurately met throughout the day
at school and when at home. For
more on this study look at the
article, Tailoring communication
supports for students with multiple
and severe disability using a
mentor-model approach: Four case
studies from classrooms in special
schools.

PROFESSIONAL
DEVELOPMENT
AND
STRATEGIES

are a couple strategies that have been proven

to be effective.

Teacher or other educational

professional who has extensive
experience and credibility in
working with students with
severe and multiple disabilities
(Bennett, Arthur-Kelley,
Foreman, & Neilands p.90).

Professional Development
Professional development is something that
teachers do to enhance their knowledge
within education, as well as within their area
of education. Professional Development is
needed to gain proper knowledge, training,
better understanding of students with severe
and multiple disabilities communication
needs, and how to meet those needs with
proper expectations.
Many districts offer professional development
opportunities for teachers to attend different
conferences or conference sessions that are
in the area or state. District Board members
and principals need to make sure that their
teachers know about and have access to
professional development not just for general
education strategies but for special education
strategies, especially in regards to effective
communication. The more teachers know
about effective communication strategies the
more likely they are to collaborate more in
addition to using strategies that they may not
have used before. Education is about
growing, shifting, and being effective for your
students.
A great resource on communication for
students with severe disabilities is the
asha.org website. If you follow this link
http://www.asha.org/Events/severedisabilities/Curriculum.htm it will take you to
a resource page on communication strategies
and professional development opportunities.
American Speech-Language-hearing
Association (ASHA) organization also provides
an annual conference that discusses different
strategies for effective and functional
communication for students with severe
disabilities. The link provided also discusses
what each session at the conference goes
over. Going to a conference by such a
repeatable organization is a great way to
professionally develop in the ever changing
education field, whether you know a little or a
lot, there is always room to grow and learn
more.

Strategies
There are many different strategies out there
for educators to implement to the point it
almost becomes overwhelming. The key is to
look for strategies that are evidence based
strategies. Evidence Based practices or
strategies have been researched and already
put into action. This allows a teacher to read
the study and implement the strategy in their
classroom(s) or at least implement part of a
strategy in their classroom(s). Not all
strategies will work for all teachers but below

Mentor-Model

Inventory of Potential
Communicative Acts (IPCA)
provides questions to ask when
assessing the students
communicative needs.
How are they currently
communicating?
When and where are they
currently communicating?
What is the communication
environment like? Supportive
contexts available?
(Bennett, Arthur-Kelley,
Foreman, & Neilands 2014)

Resource for more

strategies:
http://www.asha.org/uploadedFiles/NJ
C/ASHA2005NJCseminar.pdf

THE
IMPORTANCE
OF
COLLABORATI
ON
Professional Development and
strategies fit together but what
many educators forget is that for
these strategies to be truly effective
collaboration must take place.
Collaboration needs to take place for
students to have the most success
possible. This is true for all students
not just students with severe and
multiple disabilities.
Collaboration with Speech Language
Pathologists (SLPs), support
teachers, other teachers who are
with the student daily (if not in a
self-contained classroom), and
parents and guardians. Effective
collaboration provides for smoother
consistency for the student at school
and at home (De Bortoli, Arthur-Kelly,

DEVELOPING COMMUNICATION SKILLS FOR STUDENTS

WITH MULTIPLE AND SEVERE DISABILITIES | Issue 1
Mathisen, & Balandin 2014). During the
collaboration process goals and
expectations for the family, student,
and teacher(s) are set at a more
realistic level on what is able to be
achieved (De Bortoli, Arthur-Kelly,
Mathisen, & Balandin 2014).
Proper collaboration allows for,
identifying and refining
instructional strategies that
articulate with the students existing
pre-intentional, intentional, or
symbolic communication abilities
(Bennett, Arthur-Kelley, Foreman, &
Neilands p.90). When collaborating
it is important to remember to be
flexible with ideas. Sometimes
multiple attempts of a strategy need
to take place before the student
understands or a particular strategy
may not work like the collaboration
team expected, that is ok. There will
be trial and error; however, effective
and productive collaboration allows
for a better success rate than error
rate.

This visual from the article, Tailoring

communication supports for
students with multiple and severe
disabilities using a mentor-model
approach: Four case studies from
classrooms in special schools shows
how effective collaboration should
work.

The five phases in the

Collaboration for Communication
image:
1.
2.
3.
4.
5.

Description of intervention
and commitment to program
Communication strategy
instruction
Collection of background
data
Development and
implementation of strategies
for individual students
Review student/staff
progress, if necessary alter
program to enhance
improvement
a. Repeat Phase 5 until
change

References
Buggey, T. (2007, Summer). A Picture Is Worth .... Journal of Positive Behavior Interventions, 9(3), 151-158. Retrieved December 14,
2007, from Academic Search Premier database.
Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive Behavior Interventions, 9(3), 151.
Retrieved December 14, 2007, from Academic Search Premier database.
De Bortoli, Tania, Michael Arthur-Kelly, Bernice Mathisen, and Susan Balandin. 2014. "Speech-Language Pathologists' Perceptions of
Implementing Communication Intervention with Students with Multiple and Severe Disabilities." AAC: Augmentative & Alternative
Communication 30, no. 1: 55-70.Communication & Mass Media Complete, EBSCOhost (accessed July 5, 2016).
Pinto, P., Simpson, C., & Bakken, J. P. (2009). Research-Based Instructions to Increase Communication Skills for Students with Severe
Disabilities. International Journal Of Special Education, 24(3), 99-109.
"Improving Communication of People With Severe Disabilities: Session Descriptions." Improving Communication of People With Severe
Disabilities: Session Descriptions. N.p., n.d. Web. 05 July 2016.
McLean, Lee K. Communication Services for Communication Services for Individuals with Severe Individuals with Severe Disabilities:
Current Disabilities: Current Best Practices Practices . N.p.: National Joint Committee for the National Joint Committee for the
Communication Needs of Persons with Severe Communication Needs of Persons with Severe Disabilities (NJC), 2005. PDF.
Fincham, Frank. "Learned Helplessness." Education.com. N.p., 23 Dec. 2009. Web. 05 July 2016.