Increasing adaptive responses and reducing finger mouthing in an adolescent with multiple disabilities: Evaluation of an upgraded microswitch-cluster program.

This chapter provides a literature overview (i.e., range period 2000-2015) concerning the use assistive technology (AT) for children with severe to profound developmental disabilities. Specifically, the chapter presents a general picture concerning the use of electronic tools such as microswitches enabling individuals with multiple disabilities to access independently to preferred stimuli. The chapter focused on the opportunities of choice, literacy process, communication of their own needs, promoting adaptive responses and reducing challenge behaviors, fostering ambulation and/or locomotion fluency, cognitive-behavioral interventions for people estimated within the normal range of intellectual functioning who present pervasive motor impairments. Moreover, the effects of such programs on indices of happiness as outcome measure of participants involved are outlined as well as social validation assessments. Results and implications of the findings are discussed.

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Microswitch clusters to enhance adaptive responses and head control: A programme extension for three children with multiple disabilities

Disability and Rehabilitation ◽

10.1080/09638280500030472 ◽

2005 ◽

Vol 27 (11) ◽

pp. 637-641 ◽

Cited By ~ 9

Author(s):

GE Lancioni ◽

MF O'Reilly ◽

NN Singh ◽

D Oliva ◽

L Scalini ◽

...

Keyword(s):

Multiple Disabilities ◽

Adaptive Responses ◽

Head Control

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Fostering adaptive responses and head control in students with multiple disabilities through a microswitch-based program: Follow-up assessment and program revision

Research in Developmental Disabilities ◽

10.1016/j.ridd.2006.02.005 ◽

2007 ◽

Vol 28 (2) ◽

pp. 187-196 ◽

Cited By ~ 15

Author(s):

Giulio E. Lancioni ◽

Nirbhay N. Singh ◽

Mark F. O’Reilly ◽

Jeff Sigafoos ◽

Robert Didden ◽

...

Keyword(s):

Multiple Disabilities ◽

Adaptive Responses ◽

Head Control

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Microswitch Technology to Promote Adaptive Responses and Reduce Mouthing in Two Children with Multiple Disabilities

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x0710101009 ◽

2007 ◽

Vol 101 (10) ◽

pp. 628-636 ◽

Cited By ~ 23

Author(s):

Giulio E. Lancioni ◽

Nirbhay N. Singh ◽

Mark F. O'Reilly ◽

Jeff Sigafoos ◽

Doretta Oliva ◽

...

Keyword(s):

Multiple Disabilities ◽

Aberrant Behavior ◽

Adaptive Responses ◽

Microswitch Technology ◽

Adaptive Responding ◽

Contingent Stimulation

This study assessed the viability of using microswitch clusters (combinations of microswitches) plus contingent stimulation to promote adaptive responding and to reduce aberrant behavior in two children with multiple disabilities. The results revealed that both children increased their adaptive responses, learned to perform these responses free from aberrant behavior, and maintained this level of performance three months later.

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Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-0007 ◽

2019 ◽

Vol 50 (4) ◽

pp. 693-702 ◽

Cited By ~ 1

Author(s):

Christine Holyfield ◽

Sydney Brooks ◽

Allison Schluterman

Keyword(s):

Language Learning ◽

Augmentative And Alternative Communication ◽

Visual Analysis ◽

Multiple Disabilities ◽

Visual Scene ◽

Future Research ◽

High Tech ◽

Single Subject ◽

Wide Range ◽

The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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