A Girl With Multiple Disabilities Increases Object Manipulation and Reduces Hand Mouthing Through a Microswitch-Based Program

This study further tested the applicability of a robot with people with severe multiple disabilities. The robot was used to help two adults with blindness, deafness, motor disabilities, and low functioning levels ambulate and transport objects and enable them to reach a couch on which they could sit and put away the objects. Both adults learned to use the robot, succeeded in transporting and putting away objects, and achieved robot-assisted ambulation times of about 31 minutes per session.

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Promoting Adaptive Foot Movements and Reducing Hand Mouthing and Eye Poking in a Boy with Multiple Disabilities through Microswitch Technology

Cognitive Behaviour Therapy ◽

10.1080/16506070601097999 ◽

2007 ◽

Vol 36 (2) ◽

pp. 85-90 ◽

Cited By ~ 13

Author(s):

Giulio E. Lancioni ◽

Nirbhay N. Singh ◽

Mark F. O'Reilly ◽

Jeff Sigafoos ◽

Doretta Oliva ◽

...

Keyword(s):

Multiple Disabilities ◽

Hand Mouthing ◽

Microswitch Technology

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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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