Rebus Symbol Communication Training with a Severely Handicapped Preschool Child A Case Study Case Study
Case Study  |   April 01, 1988
Rebus Symbol Communication Training with a Severely Handicapped Preschool Child
 
Author Notes
  • Paula M. Pecyna is an assistant professor in the Department of Speech Pathology and Audiology, P.O. Box 413, The University of Wisconsin-Milwaukee, Milwaukee, WI 53201. Requests for reprints may be sent to her at this address.
    Paula M. Pecyna is an assistant professor in the Department of Speech Pathology and Audiology, P.O. Box 413, The University of Wisconsin-Milwaukee, Milwaukee, WI 53201. Requests for reprints may be sent to her at this address.×
Article Information
Case Study
Case Study   |   April 01, 1988
Rebus Symbol Communication Training with a Severely Handicapped Preschool Child
Language, Speech, and Hearing Services in Schools, April 1988, Vol. 19, 128-143. doi:10.1044/0161-1461.1902.128
History: Received August 25, 1986 , Accepted February 24, 1987
 
Language, Speech, and Hearing Services in Schools, April 1988, Vol. 19, 128-143. doi:10.1044/0161-1461.1902.128
History: Received August 25, 1986; Accepted February 24, 1987

This case study describes the procedures used with and the results obtained for a preschool child with Down's syndrome who received communication training which incorporated Rebus symbols (a graphic symbol system). Training focused on comprehension and expressive use of Rebus symbols representing five new words and generalization of symbol use to the classroom. Results showed significant increases in the child's comprehension and expression Scores and in generalized symbol use. Further, the results indicated that symbol training may have facilitated development of the child's verbal expressive skills and that overall developmental level and level of communicative functioning are important factors to consider when planning a graphic symbol communication training program for a child.

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