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Molly Anderson Stoltenberg, SLP
Pinehurst, North Carolina

One of my students who is multi-handicapped received an augmentative communication device. I had programmed the names of his peers into his system with the hope that he could use it during circle time in response to the question "Who is present today," and eventually, use it to interact with his peers. For two weeks we tried to get this student to use the peer names in a functional communicative manner, but he just wasn't "getting it." One of his peers was misbehaving in the classroom and was sent to the thinking chair. All of a sudden we heard "Adam, Adam, Adam, Adam." My student with the augmentative communication device was taunting the other student who was misbehaving. The classroom teacher and I had to say "Don't do that . . . that's not nice," but we were really behind him laughing and giving the “thumbs up, way to go” to our little friend.