Abstract
The present research focused on the results of teaching communication to a youth with a developmental disability and a communication disability (male, 14 years 5 months old at the start of the study). Study 1 examined whether an increase in his everyday communication would occur if he used language relating to photography. The method of operation of a digital camera was demonstrated to the boy, and he took casual photographs. He then used language relating to photography. Study 2 examined whether his communication pattern could be clarified with a structured test. The teacher said, "Please go to see and report on 'the thing' at 'this place'." In study 2, a probe was replaced every time the sign language teacher and the other teachers were unfamiliar with the sign language that the listener used. The boy then used language more extensively, including in novel situations and with unfamiliar listeners. These results suggest that the photography instruction in Study 1 resulted in the expansion of the boy's communication.
