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Eliciting a Distal Gesture via Dynamic Assessment Among Students With Moderate to Severe Intellectual Disability

Southern Connecticut State University

Paul W. Cascella

Hunter College, City University of New York

This study attempted to elicit distal gestures within dynamic assessment structured sampling events from six children with moderate to severe intellectual disability (ages 8-13). Using four communication temptations and a least-to-most prompting hierarchy across three sessions, three participants who had both pre-symbolic and preintentional communication demonstrated an initial distal gesture, often in response to a choice making temptation. Clinical implications are discussed with regard to the utility of dynamic assessment structured sampling activities.

Key Words: communication assessment • intellectual disability • distal gestures • language assessment • elementary school • cognitive impairments

Communication Disorders Quarterly, Vol. 29, No. 2, 75-81 (2008)
DOI: 10.1177/1525740107311821


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