ABSTRACT
The research that I reviewed in Chapter 1 suggests that the difficulties we may have in telling how a person with PMLD feels from their facial expressions and behaviour (readability) and in engaging in turn-taking with them (synchronicity) may be at least partly responsible for the difficulty we often have in attributing meaning to their behaviour. Yet we know that we learn to communicate by being treated as communicators, and that it is being able to attribute meaning to our behaviour that enables others to treat us as communicators. If we are going to help people with PMLD become communicators, therefore, it is vital that we learn to make sense of their behaviour.
