The purpose of this study was to examine the effects of the RAAP strategy on students with multiple disabilities and their ability to produce multi-symbol messages. Using a single-case, multiple probes across participants design, 4 students with multiple disabilities participated in this study. They were taught how to answer reading comprehension questions through the RAAP strategy and access to a communication/core board. Results indicated a functional relation between the RAAP strategy and the student’s multisymbol messages. Three of 4 students increased their multi-symbol messages and made progress with the intervention as it was planned. One student needed the intervention to be adapted before showing progress. All 4 students were able to increase their multi-symbol productions through the RAAP strategy. Future research needs to be carried out across multiple subjects and areas in the students’ natural environment. Implications for practice and limitations will also be highlighted.