Early Communication Interventions for Young Children With Intellectual and Developmental Disabilities: The Roles of Natural Communication Partners

Abstract Young children with intellectual and developmental disabilities who have complex communication needs need access to effective, evidence-based interventions that support their individual communication needs and optimize their developmental outcomes. Given the critical roles that parents, educators, peers, and siblings play in the lives of children, increasing attention has focused on learning how to equip these natural communication partners to effectively promote the communication development of children with complex communication needs. This review synthesizes empirical research on effective early communication interventions for young children with IDD by focusing on the roles and involvement of different communication partners and on the ways they have been trained and supported for these roles. Key recommendations and directions for future research in this area are discussed.