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Handbook of Evidence-Based Practices in Intellectual and Developmental Disabilities

Part of the book series: Evidence-Based Practices in Behavioral Health ((EBPBH))

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Abstract

Communication disorders are common among people with intellectual disabilities. Consequently, enhancing the communication skills of such individuals is a major intervention priority. This chapter reviews the nature and prevalence of the speech, language, and communication problems associated with intellectual disability, including consideration of (a) fluency/articulation problems, (b) receptive language deficits, and (c) expressive disorders. Assessment approaches include the use of (a) general measures of adaptive behavior functioning, (b) communication-specific measures, and (c) non-standardized assessments of prelinguistic communication. The strengths and limitations of each of these approaches are outlined. A range of treatment approaches have been studied to address the myriad of communication problems associated with intellectual disabilities. The treatment approaches reviewed in this chapter include (a) imitation training, (b) stimulus-stimulus pairing, (c) fluency training, (d) the cues-pause-point procedure, (e) milieu therapy, (f) functional communication training, and (g) augmentative and alternative communication. The indications for, and efficacy of, each of these approaches are reviewed. Based on this research review, a four-step process is described to facilitate the translation of research into effective clinical practice. The process consists of (a) constructing a clinical question, (b) locating relevant studies, (c) appraising the evidence, and (d) applying the evidence. Effective translation of research to clinical practice is an important part of communication assessment and intervention processes for persons with intellectual disabilities.

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Authors and Affiliations

  1. School of Educational Psychology, Victoria University of Wellington, Wellington, New Zealand

    Jeff Sigafoos & Vanessa A. Green

  2. Department of Neuroscience and Sense Organs, University of Bari, Bari, Italy

    Giulio E. Lancioni

  3. Department of Special Education, The University of Texas at Austin, Austin, TX, USA

    Mark F. O’Reilly

  4. Clinic for Autism Research Evaluation and Support, Texas State University—San Marcos, San Marcos, TX, USA

    Russell Lang

  5. Medical College of Georgia, Augusta University, Augusta, GA, USA

    Nirbhay N. Singh

  6. Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands

    Robert Didden

  7. Institute of Physiology, Research Unit iDN-interdisciplinary Developmental Neuroscience, Center for Physiological Medicine, Medical University of Graz, Graz, Austria

    Peter B. Marschik

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Correspondence to Jeff Sigafoos .

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  1. Department of Psychiatry and Health Beha, Medical College of Georgia, Augusta Univ, Augusta, Georgia, USA

    Nirbhay N. Singh

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Sigafoos, J. et al. (2016). Communication. In: Singh, N. (eds) Handbook of Evidence-Based Practices in Intellectual and Developmental Disabilities. Evidence-Based Practices in Behavioral Health. Springer, Cham. https://doi.org/10.1007/978-3-319-26583-4_31

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