Abstract
This paper describes 2 nonspeaking children's progress of speech-language development during several years. One is a 6-year-old girl who had phocomelia, multiple anomaly and had mental retardation (DQ20). She had a tracheostomy because of respiratory difficulty. She has mastered gesticulated signs, pictures, graphical symbols, and Kana-letters in sequence. The comprehensive intervention during about 6 years enables her to communicate using a voice output communication aid of Kana-letters. Another is a 6-year-old physically able-bodied girl who had mental retardation (DQ27). She had good verbal comprehension and no speech. After 3 years' intervention, she has acquired about 20 spoken words and uses a lot of gesticulated signs, several communication boards, and a voice output communication aid of PCS. It's efficient to make use of the acquisition model for expressive language in order to graph out progress reports of interventions, and relativize AAC signs and symbols. Now we may benefit from the concepts and the techniques of AAC system, and need to reconstruct the speech-language intervention programs including the essentials of AAC.
