Consider a student like Carina, whose moderate to severe disabilities (West- tance necessary to continue the task.
parents and teachers want to encour- ling & Fox, 2009). This instruction may take the form of a
age her to communicate her wants and The behavior chain interruption verbal prompt, such as, “Say, ‘Help,
needs more frequently. In class, prepar- strategy (BCIS) is a user-friendly, evi- please!’” or, “What do you need?” It
ing her favorite sandwich—peanut but- dence-based intervention that has may also involve a physical prompt
ter and jelly—becomes the gateway to proven to be effective in teaching com- when targeting manual signing or pic-
better communication. And take a munication skills to students with a torial communication systems. Second,
look at Mateusz who struggled with range of disabilities (Carter & Grunsell, the natural desire to complete a task,
off-task behavior. His teacher and his 2001; Cooper, Heron, & Heward, 2007; coupled with the mild distress caused
Goetz, Gee, & Sailor, 1985; Lechago, by the interruption, provides powerful
parents worked together to increase his
Carr, Grow, Love, & Almason, 2010). In motivation for the student to communi-
verbal communication through his love
addition, teachers and parents can eas- cate. When the student does make the
for working with scissors and glue. For
ily incorporate the BCIS into the con- targeted request, the adult grants the
another student who would benefit
text of a student’s natural environ- request and encourages the student to
personally from more peer interaction,
a teacher or parent can use the simple
The behavior chain interruption strategy (BCIS) is a
steps involved in playing a game of
TEACHING Exceptional Children, Vol. 45, No. 3, pp. 64-70. Copyright 2013 CEC.
“Go Fish” to teach communication. user-friendly, evidence-based intervention that has proven
Working with students’ natural moti- to be effective in teaching communication skills
vation and rewards can boost needed
communication skills. ment—either home or school. Finally, continue the activity. Consider the fol-
students who learned to communicate lowing example of using the BCIS with
It is important for students with an using the BCIS were able to use (gener- Carina. While Carina prepares a peanut
intellectual disability to be able to alize) these skills in other routines and butter-and-jelly sandwich, her teacher,
appropriately communicate their wants environments (Grunsell & Carter, Mrs. Garcia, withholds the jar of jelly,
and needs. Such communication gives 2002). blocking Carina’s access to it. Carina is
students greater autonomy in their thus given the opportunity to request
environments and reduces challenging How BCIS Works the jelly. If after a few seconds she
behavior, such as aggression, self- With BCIS, a parent or a teacher inter- doesn’t make the request, Mrs. Garcia
injury, and temper outbursts, which rupts a student who is engaged in a prompts her to say, “Jelly, please!”
might occur for lack of more effective multistep routine, such as preparing a When Carina gives the correct
or conventional means of communica- snack, washing hands, or playing with response, Mrs. Garcia gives her the
tion (Sigafoos, Arthur-Kelly, & Butter- a toy. The purpose of the interruption jelly, allowing her to continue prepar-
field, 2006). Communication skills, is twofold. First, it creates an opportu- ing the sandwich.
however, are difficult to teach students nity to teach the student to make a Compared to communicative teach-
with disabilities, particularly those with request for an object or ask for assis- ing procedures that occur just before