Functionality of Two Modes of Communication in the Community by Students with Developmental Disabilities: A Comparison of Signing and Communication Books

Abstract

Functional communication skills are essential for effective participation in society by persons with autism and other developmental disabilities. Because most of the general public does not understand sign language, use of this method in typical community settings has been questioned. This study examined empirically the functionality of signs and iconic communication book symbols in community settings with two students with autism. The results demonstrated successful communication in community settings by the students with communication books but not with signs. These results are discussed as they relate to functionality and training issues associated with the two communication systems.