Developing Play Skills and Communicative Competence in Multiply Handicapped Young People

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Abstract
Role play with toys was modeled to develop communicative language function in 14 multiply handicapped individuals ranging in age from 8 to 26 whose speech was characterized by echolalic and stereotypic responses. Even subjects who spoke in complete sentences asked few questions and did not use narrative speech to any significant degree. As they learned to role play, however, their communicative functioning improved and they shared referents (play themes and toy props) and cooperative social routines (role play). Play themes that were of personal interest elicited the greatest participation. Nonverbal subjects did not develop symbolic play, but they did establish communicative responses as they began to anticipate and express their preferences. No changes were noted in the verbal subjects’ syntax or vocabulary. Verbal expression increased and narrative and question forms appeared. Language behavior became more communicative and meaningful as social interaction increased.

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