Supporting Communication of Girls With Rett Syndrome and Their Mothers in Storybook Reading
By Koppenhaver, David A.; Erickson, Karen A.; Skotko, Brian G.; International Journal of Disability, Development and Education (IJDDE), Vol. 48, No. 4, pp. 395-410Publication Date: December 2001
Study conducted to investigate mother–child storybook reading as an intervention to support the early symbolic communication of girls with Rett syndrome. Baseline measures of mother–daughter interaction were gathered as mothers read familiar and unfamiliar storybooks with their daughters. Three experimental interventions were also studied in the homes of four girls: (1) resting hand splints, (2) light tech augmentative communication systems such as voice-output devices and symbols, and (3) basic parent training. The BigMack switch and the multi-message Cheap Talk were utilized in the study. Access to devices, symbols, and training was found to increase the respondents’ communication frequencies, as did labeling and symbolic communication during storybook reading. Parent training was found to be useful in increasing the percentage of appropriate switch uses by three of the four girls. The authors contend that parents can provide substantial support for early communication development in girls with Rett syndrome if they are provided training on effective storybook reading and the effective use of communication devices.
Assistive Products Discussed: CHEAP TALK 8 1-LEVEL COMMUNICATOR (MODELS 1338, 1391, 6338, & 6391)
BIGMACK COMMUNICATOR
CHEAP TALK 4 (MODELS 6336, 6392)
CHEAP TALK 4 INLINE WITH 12 LEVELS (MODELS 3412 & 3413)
Published by: Routledge, a division of Taylor & Francis Group (Website:http://www.routledge.com)
