Camera-Based Microswitch Technology to Monitor Mouth, Eyebrow, and Eyelid Responses of Children with Profound Multiple Disabilities

2010 ◽  
Vol 20 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Giulio E. Lancioni ◽  
Domenico Bellini ◽  
Doretta Oliva ◽  
Nirbhay N. Singh ◽  
Mark F. O’Reilly ◽  
...  
Keyword(s):  
Multiple Disabilities ◽  
Microswitch Technology ◽  
Profound Multiple Disabilities

Persons with Multiple Disabilities and Minimal Motor Behavior Using Small Forehead Movements and New Microswitch Technology to Control Environmental Stimuli

2007 ◽  
Vol 104 (3) ◽  
pp. 870-878 ◽  
Author(s):  
Giulio E. Lancioni ◽  
Mark F. O'Reilly ◽  
Nirbhay N. Singh ◽  
Jeff Sigafoos ◽  
Robert Didden ◽  
...  
Keyword(s):  
Control System ◽  
Motor Behavior ◽  
Multiple Disabilities ◽  
Successful Outcome ◽  
Electronic Control ◽  
Environmental Stimuli ◽  
Optic Sensor ◽  
Electronic Control System ◽  
Microswitch Technology ◽  
Profound Multiple Disabilities

Persons with multiple disabilities and minimal motor behavior may be unable to use available microswitch technology to control environmental stimuli. For these persons, one may need to rely on small motor expressions (as responses) and new, matching microswitch technology to ensure a successful outcome. In the present study, a small movement of the forehead skin was selected as the response for two participants (ages 6.5 and 14.2 years) with profound multiple disabilities. The microswitch technology included (a) an optic sensor, i.e., barcode reader, (b) a small tag with horizontal bars attached to the participants' forehead, and (c) an electronic control system which activated stimuli in relation to response occurrence. Movement of the forehead skin shifted up or down the tag with bars and this shifting, if greater than a preset limit and therefore recorded as a response, led to the activation of the control system. Each participant received an ABAB sequence, in which A represented baseline and B intervention phases, and a 6-wk. postintervention check. Analysis showed both participants increased their responding during the intervention phases and maintained that responding at the postintervention check. Implications of the findings were discussed.

A learning setup for a post-coma adolescent with profound multiple disabilities involving small forehead movements and new microswitch technology

2007 ◽  
Vol 2 (5) ◽  
pp. 293-297 ◽  
Author(s):  
Giulio E. Lancioni ◽  
Nirbhay N. Singh ◽  
Mark F. O'Reilly ◽  
Jeff Sigafoos ◽  
Robert Didden ◽  
...  
Keyword(s):  
Multiple Disabilities ◽  
Microswitch Technology ◽  
Profound Multiple Disabilities

Extending the Evaluation of Novel Microswitch Technology for Small Responses in Children With Profound Multiple Disabilities

2007 ◽  
Vol 19 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Giulio E. Lancioni ◽  
Alessia Tota ◽  
Angela Smaldone ◽  
Nirbhay N. Singh ◽  
Mark F. O'Reilly ◽  
...  
Keyword(s):  
Multiple Disabilities ◽  
Microswitch Technology ◽  
Profound Multiple Disabilities

Camera-based microswitch technology for eyelid and mouth responses of persons with profound multiple disabilities: Two case studies

2010 ◽  
Vol 31 (6) ◽  
pp. 1509-1514 ◽  
Author(s):  
Giulio E. Lancioni ◽  
Domenico Bellini ◽  
Doretta Oliva ◽  
Nirbhay N. Singh ◽  
Mark F. O’Reilly ◽  
...  
Keyword(s):  
Case Studies ◽  
Multiple Disabilities ◽  
Microswitch Technology ◽  
Profound Multiple Disabilities

scholarly journals Effects of Intensive Interaction on the Social and Communication Behaviour of Three Students with Profound/Multiple Disabilities

2021 ◽  
Author(s):  
◽  
Heather Drysdale
Keyword(s):  
Learning Disabilities ◽  
Secondary School ◽  
Multiple Disabilities ◽  
Multiple Baseline ◽  
Intervention Phase ◽  
Communication Behaviour ◽  
The Social ◽  
Subsequent Intervention ◽  
Profound Multiple Disabilities

<p>Objective: To evaluate the effects of an intervention, known as Intensive Interaction (II), on the social and communicative behaviour of three students with profound/multiple learning disabilities (PMLD). Methods: Three secondary school-aged students with PMLD were observed, and their level of social and communicative engagement rated, during an initial baseline and subsequent intervention phase. The intervention was introduced across participants in a multiple-baseline across subjects design. Results: Social and communicative engagement increased during intervention relative to baseline for each of the three students. Conclusion: II appeared to be effective in increasing social and communicative engagement of the participants and may therefore be viewed as a potentially promising approach for other students with PMLD.</p>

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