title: Facilitating communication in children with multiple disabilities: three case studies of girls with Rett syndrome.
abstract: OBJECTIVE
  To investigate the effect of cueing on communicative responses of children with multiple disabilities in an educational setting. It was hypothesized that differences would exist in teacher interactional styles and the use of orienting cues would increase the communicative responses of the participants.
  
  
  METHODS
  A naturalistic observation research method was employed in order to examine the interaction of three student-teacher dyads in three special schools. Three different activity types were videotaped from which interactions were coded and analysed.
  
  
  RESULTS
  Multi-modal cueing facilitated communicative responses of children with Rett syndrome. However, increased communication opportunities provided by caregivers did not elicit increased responses from the girls.
  
  
  CONCLUSIONS
  There is a difference in cueing by teachers in their interactions with children with multiple disabilities. Also, more frequent communicative interactions did not necessarily lead to increased student responses. It is suggested that amount and type of cueing may need to be considered to be effective in generating student responses. The small number of participants, however, means findings should be viewed cautiously and that more research is indicated.
authors.affiliation: Division of Speech Pathology, University of Queensland, Brisbane, Queensland 4072, Australia.
authors.forename: D
authors.initials: D
authors.lastname: Ryan
authors.forename: F
authors.initials: F
authors.lastname: McGregor
authors.forename: M
authors.initials: M
authors.lastname: Akermanis
authors.forename: K
authors.initials: K
authors.lastname: Southwell
authors.forename: M
authors.initials: M
authors.lastname: Ramke
authors.forename: G
authors.initials: G
authors.lastname: Woodyatt
mesh_terms: D000015:Abnormalities, Multiple / Q000175:diagnosis / Q000534:rehabilitation; D002652:Child Behavior / Q000502:physiology*; D002675:Child, Preschool; D003147:Communication Disorders / Q000175:diagnosis / Q000534:rehabilitation*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007223:Infant; D007398:Interpersonal Relations; D007805:Language Development Disorders / Q000175:diagnosis / Q000534:rehabilitation*; D015518:Rett Syndrome / Q000175:diagnosis* / Q000534:rehabilitation*; D012307:Risk Factors; D012494:Sampling Studies; D012720:Severity of Illness Index; D018434:Sickness Impact Profile; D016896:Treatment Outcome