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Child Language Teaching and Therapy, Vol. 13, No. 2, 177-193 (1997)
DOI: 10.1177/026565909701300205

Teaching the spontaneous use of semantic relations through multipointing to a child with autism and severe learning disabilities

C.A. Potter

Faculty of Health, Social Work and Education, University of Northumbria at Newcastle, Coach Lane Campus, Coach Lane, Newcastle on Tyne NE7 7XA, UK

C.A. Whittaker

Faculty of Health, Social Work and Education, University of Northumbria at Newcastle, Coach Lane Campus, Coach Lane, Newcastle on Tyne NE7 7XA, UK

A teaching model in the area of spontaneous communication, undertaken through practitioner research, with Nick, a nonverbal 5-year-old boy with autism and severe learning disabilities, is examined. Multipointing, which is the use of sequences of points, to convey a single complex message during the same communicative act, was taught in progressively less structured situations to facilitate the spontaneous use of a variety of semantic relations. High rates of spontaneous use of multipointing to indicate 'location', 'agent' and 'object' were seen. Results were discussed in terms of symbolization and motor en coding difficulties.


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