This study reviewed the literature on communication for children with profound intellectual and multiple disabilities in order to clarify the research trends and problems. The author reviewed doctoral thesis in the field of education and academic papers on practical theory and case studies. The findings were as follows: Half of the doctoral thesis used organized psychophysiological research methods. In the academic papers on practical theory, a number of researchers and teachers drew on the theories of the primordial communication, the INREAL approach, and the co-creative communication approach. The case studies included hypothesis verification studies and qualitative studies. Through the literature review, the author clarified four issues in psychophysiological research methods and two issues in case study research.