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Journal of Pediatric Psychology 3(2) pp. 67-71, 1978
© 1978 Society of Pediatric Psychology

research-article

A Case Study: Educational Assessment and Planning for a Severely Involved, Non-Verbal Quadriplegic Client

Philip W. Davidson, Wayne Adams, Carolyn S. Schroeder and Doris Tyler

University of Rochester School of Medicine and Dentistry, A. I. DuPont Institute, University of North Carolina Chapel Hill

Requests for reprints should be sent to Philip W. Davidson. Department of Pediatrics, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642.

A reliable indicator of "yes" and "no" response, involving pressing the knees together, was worked out for use with a 21-year-old nonverbal quadriplegic female, who had always been dealt with as profoundly retarded. After several months of tutoring involving communication via this response, the client was found to be performing at an 8 to 9-year-old level on certain conceptual skills. Intensive work was initiated with the client on receptive language and some of the rudiments of reading.


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