Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities

2011 ◽  
Vol 26 (4) ◽  
pp. 206-217 ◽  
Author(s):  
Maureen E. Angell ◽  
Joanna K. Nicholson ◽  
Emily H. Watts ◽  
Craig Blum
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Response Latency ◽  
Classroom Practice ◽  
Single Case ◽  
Fictional Characters ◽  
The Future ◽  
Power Card Strategy ◽  
Children With Developmental Disabilities ◽  
Instructional Staff

An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed.

Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review

2021 ◽  
pp. 1-16
Author(s):  
Jacqueline A. Towson ◽  
Yusuf Akemoglu ◽  
Laci Watkins ◽  
Songtian Zeng
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Young Children ◽  
Language Skills ◽  
Single Case ◽  
Effect Sizes ◽  
Book Reading ◽  
Design Studies ◽  
Group Design ◽  
Children With Developmental Disabilities

Purpose Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method We extracted data from studies meeting specified criteria ( n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays. Supplemental Material https://doi.org/10.23641/asha.16674355

Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review

2014 ◽  
Vol 45 (4) ◽  
pp. 351-364 ◽  
Author(s):  
Quannah Parker-McGowan ◽  
Mo Chen ◽  
Joe Reichle ◽  
Shivani Pandit ◽  
LeAnne Johnson ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Single Case ◽  
Full Range ◽  
Total Duration ◽  
Treatment Intensity ◽  
Teaching Intervention ◽  
Dose Frequency ◽  
Empirical Examination ◽  
Milieu Teaching ◽  
Children With Developmental Disabilities

Purpose This investigation aimed to apply the dosage framework proposed by Warren, Fey, and Yoder (2007) to variations of milieu language teaching intervention strategies to explore how each of the dosage parameters (i.e., dose, dose form, dose frequency, total duration, and cumulative intervention intensity) was reported in the located empirically based applications with learners between birth and 23 years of age. Method A systematic search located existing studies that implemented a milieu teaching intervention for children with developmental disabilities. Dosage data were then extracted from 42 studies along with study characteristics and participant characteristics. Results Only 37.8% of empirical investigations provided a clear definition of treatment intensity and reported the full range of dosage parameters, thus making it difficult to compare the results across investigations. Of the investigations that reported on all dosage parameters, the majority were single-case design as opposed to group design studies. Conclusions Given the limited reporting of dosage parameters in existing studies, there is a need for closer attention to reporting this information in early communication intervention protocols. Replication and customization of interventions for learners experiencing developmental disabilities will only be possible with additional empirical examination of dosage parameters.

Microswitch-Based Programs (MBP) to Promote Communication, Occupation, and Leisure Skills for Children with Multiple Disabilities

2015 ◽  
pp. 195-216 ◽  
Author(s):  
Fabrizio Stasolla ◽  
Viviana Perilli
Keyword(s):  
Developmental Disabilities ◽  
Empirical Studies ◽  
Multiple Disabilities ◽  
General Picture ◽  
Research And Practice ◽  
The Third ◽  
Literature Overview ◽  
The Future ◽  
Children With Developmental Disabilities

This chapter provides a literature overview concerning microswitch-based programs (MBP) to promote communication, occupation and leisure skills for children with multiple disabilities. The first aim of the chapter is to present an overview of the empirical studies about the use of MBP, published in the last decade (i.e. period from 2004 to 2014) to emphasize the most recent strategies for children with developmental disabilities, providing a general picture of the different options available. The second goal is to underline strengths and weaknesses of the various studies included in the overview. Finally, the third purpose is to outline issues and questions to be addressed in the future and discuss their implications for research and practice.

Vineland Adaptive Behaviour Scales: Implications of Using the Australian Checknorms for the Diagnosis of Intellectual Disability

1993 ◽  
Vol 10 (1) ◽  
pp. 9-14 ◽  
Author(s):  
Clare Roberts
Keyword(s):  
United States ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
The United States ◽  
Intellectual Functioning ◽  
Composite Score ◽  
Adaptive Behaviour ◽  
Intellectually Disabled ◽  
Vineland Adaptive Behaviour Scales ◽  
Children With Developmental Disabilities

AbstractThis paper reports a comparison between United States norms and the Australian Checknorms of the Vineland Adaptive Behaviour Scales, and the implications for the diagnosis of intellectual disability. One hundred and twenty-five children with developmental disabilities aged between 4 and 10 years received two separate diagnoses relating to intellectual disability. One was based on their level of intellectual functioning plus their Adaptive Behaviour Composite score calculated using the United States norms of the Vineland Adaptive Behaviour Scales. A second diagnosis was based on their level of intellectual functioning and an adjusted Adaptive Behaviour Composite score using the Australian Checknorms. The results indicated that there was a significant difference between scores and that this difference was clinically meaningful in 10.4% of the subjects. For a small and statistically non-significant number of children (five) the difference between scores led to a change in diagnosis from intellectually disabled to not intellectually disabled. Implications for the assessment of children with developmental disabilities are discussed.

Microswitch-Based Programs (MBP) to Promote Communication, Occupation, and Leisure Skills for Children With Multiple Disabilities

2017 ◽  
pp. 202-223
Author(s):  
Fabrizio Stasolla ◽  
Viviana Perilli
Keyword(s):  
Developmental Disabilities ◽  
Empirical Studies ◽  
Multiple Disabilities ◽  
General Picture ◽  
Research And Practice ◽  
The Third ◽  
Literature Overview ◽  
The Future ◽  
Children With Developmental Disabilities

This chapter provides a literature overview concerning microswitch-based programs (MBP) to promote communication, occupation and leisure skills for children with multiple disabilities. The first aim of the chapter is to present an overview of the empirical studies about the use of MBP, published in the last decade (i.e. period from 2004 to 2014) to emphasize the most recent strategies for children with developmental disabilities, providing a general picture of the different options available. The second goal is to underline strengths and weaknesses of the various studies included in the overview. Finally, the third purpose is to outline issues and questions to be addressed in the future and discuss their implications for research and practice.

Applying the Universal Design for Learning Framework for Individuals With Intellectual Disability: The Future Must Be Now

2017 ◽  
Vol 55 (1) ◽  
pp. 48-51 ◽  
Author(s):  
Sean J. Smith ◽  
K. Alisa Lowrey
Keyword(s):  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Universal Design ◽  
American Association ◽  
Universal Design For Learning ◽  
Action Plan ◽  
Intellectual And Developmental Disabilities ◽  
Learning Framework ◽  
The Future ◽  
Design For Learning

Abstract The current research in Universal Design for Learning (UDL) for students with intellectual disability (ID) is briefly summarized and considered in light of the national goals presented by the American Association on Intellectual and Developmental Disabilities (AAIDD) in this article. Additionally, an action plan is provided for researchers and practitioners to extend knowledge on the implementation of the UDL framework inclusive of individuals with ID.

scholarly journals Identifying playing styles among children with intellectual disability autism spectrum disorder and multiple disability: أنماط اللعب لدى الأطفال ذوي الإعاقة الفكرية واضطراب طيف التوحد وتعدد العوق

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mashael Hamad bu hamad , Nabil Sharaf Al- Maliki
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Disability ◽  
Physical Responses ◽  
Children With Developmental Disabilities ◽  
Children With Intellectual Disability

  This study aimed at identifying playing styles among children with developmental disabilities (intellectual disability, autism spectrum disorder and multiple disability "intellectual disability and autism spectrum disorder. To achieve this, the researcher used the descriptive analytical approach. The population of the study consisted of (415) children with developmental disabilities and the sample of the study consisted of (128) children with developmental disabilities. The researcher used playing activities observation list prepared by Alnajjar (2001) as a tool for collecting data which consisted of playing activities to measure physical, social and emotional responses. The results of the study were as follows: - There are significance statistical differences in physical responses games between children with intellectual disability and children with autism. - There are no significance statistical differences in individual playing styles among children with intellectual disability and children with autism. - There are significance statistical differences in social responses games between children with intellectual disability and children with autism in the favor of autism children. - There are significance statistical differences in physical responses between children with intellectual disability and children with multiple disability in the favor of double disability children. - There are significance statistical differences in emotional responses between children with intellectual disability and children with autism. In the light of results of the study, the researcher recommended the following: - Developing the attitudes of children with intellectual disability toward activities that require physical exertion. - Diversity in the tools and games provided to children with intellectual disability and children with autism disorder.

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