A computer-supported communication approach for a child with severe communication, visual, and cognitive impairments: A case study

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Abstract
This report describes the assessment and instructional procedures used to introduce an augmentative and alternative communication device to a child with severe communication, visual, and cognitive impairments. The device consisted of a computer-supported expanded keyboard that produced synthetic speech output when tactile symbols were activated. A verbal prompt-free strategy was employed to teach the child to use the device. Data related to instruction and generalization in a classroom setting are reported. The advantages and limitations of the instructional strategies employed as well as some potential advantages of synthesized speech output for such learners are discussed. Future clinical and research needs are also included.