Storybook-based communication intervention for girls with Rett syndrome and their mothers

Purpose: Storybook reading provides a natural language learning context in which to support early symbolic communication. In this study, we explored t he impact of (1) resting hand splints, (2) light tech augmentative communic ation systems such as voice-output devices and symbols, and (3) very basic parent training on the symbolic communication and labelling behaviours of s ix girls with Rett syndrome. Method: Mothers and daughters were videotaped as they read familiar and unf amiliar storybooks in their homes. Results: Group and individual data collected from the six girls indicated t hat they became more active and successful participants in the interactions during storybook reading. The girls employed a wider range of communicatio n modes and increased the frequency of their labelling. Familiar storybook reading encouraged greater symbolic communication than unfamiliar storybook s in half the girls. Conclusion: This study suggests that motivated parents may not require expe nsive technologies or lengthy training in order to enhance their children's early communication and participation in storybook reading.