One strategy I
found to be very beneficial was Behavior Regulation. This strategy involves
requesting objects, requesting actions, and protesting. This strategy usually
involves the act of protoimpertiveness. This is the act of engaging in the use
of gestures or vocal behaviors to direct a person’s attention towards an item
that the student wishes to obtain, maintain, escape, or avoid (Bates et al.,
1979; McLean et al., 1991). It usually is expressed through pointing. A child
may see a toy on the shelf that he/she wants. The child will gain the attention
from their father who is standing near by, then point at the item on the shelf.
Among children who are not producing words yet, behavior regulation makes up
about 36% of their total communication (Wetherby & Prizant, 2003).
or communicative act is the use of Joint Attention. During joint attention, the
learner is focused on directing another person’s attention to an object/event
for the purpose of sharing attention (Bates et al., 1979; McLean et al., 1991).
Specific functions of joint attention include commenting on objects, commenting
on actions, requesting information, providing clarification, or placing an
object in another person’s hand (Wetherby & Prizant, 2003).
communicative act was a very beneficial strategy taught through intervention. A
student was taught to produce manual signs for “want” and “no.” This would assist students when making
yes or no decisions. The student is taught how to differentiate between
situations that call for requesting items (wanting an item) and protesting an
item (saying no to an item.) (Reichle, Rogers, and Barrett 1984)