The aim of this study was to determine the effect of an intervention strategy on the production of graphic symbol combinations
in children with limited speech. Four children between the ages of 6;5 and 10;8 (years;months) with limited speech participated
in the study. A single-subject, multiple probe design across three different types of semantic relations was used. Generalization to
untrained exemplars was also monitored. Results were mixed across the four participants: two participants learned to combine
symbols across different types of relations, maintained these skills post intervention, and generalized their skills to untrained combinations;
and two participants showed less consistent evidence of learning. The effects, as measured during structured probes,
were strong for one participant, moderate for another, and inconclusive for the two others. Responses during shared story reading
suggested that the measurement probes might have underestimated participants ’ ability to combine symbols.