Technology to support positive occupational engagement and communication in persons with multiple disabilities

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Giulio E. Lancioni ◽  
Mark F. O’Reilly ◽  
Nirbhay N. Singh ◽  
Jeff Sigafoos ◽  
Adele Boccasini ◽  
...  
Keyword(s):  
Leisure Activities ◽  
Multiple Disabilities ◽  
The Other ◽  
Multiple Baseline ◽  
Occupational Engagement ◽  
Baseline Design ◽  
Motor Disabilities ◽  
Sensory Motor ◽  
Telephone Calls ◽  
Program Version

AbstractPersons with multiple (intellectual and sensory-motor) disabilities can have serious difficulties managing their independent engagement in leisure activities and communication, particularly with partners not present in their immediate environment.This study assessed two versions of a technology-aided program (involving a computer system to present leisure and communication options and a microswitch to choose among them) with four participants with multiple disabilities. Two participants used the first version of the program, which allowed them to choose among leisure (music) options. The other two participants used the second version of the program, which allowed them to choose among leisure (music and videos) and communication (telephone calls) options. Each program version was implemented according to a non-concurrent multiple baseline design across participants.Data showed that both program versions were successful in helping the participants achieve the objectives pursued, that is, choose and access leisure or leisure and communication options independently.Technology-aided programs can enable persons with multiple disabilities to manage positive occupational engagement and communication.

A Program Based on Common Technology to Support Communication Exchanges and Leisure in People With Intellectual and Other Disabilities

2019 ◽  
Vol 43 (6) ◽  
pp. 879-897 ◽  
Author(s):  
Giulio E. Lancioni ◽  
Nirbhay N. Singh ◽  
Mark F. O’Reilly ◽  
Gloria Alberti ◽  
Valeria Chiariello ◽  
...  
Keyword(s):  
Leisure Activities ◽  
Motor Disabilities ◽  
Telephone Calls ◽  
Program Version

The aim of this study was to assess a new smartphone-based program version to allow seven participants with intellectual plus visual and/or motor disabilities and hesitant speech to send out and receive WhatsApp messages, make telephone calls, and access leisure activities. This program version relied on a Samsung A3 smartphone, which was automated through the MacroDroid application and responded to the input of specific cards and miniature objects. During the baseline (i.e., without the program), the participants’ performance was zero or close to zero on communication and leisure. During the use of the program, the participants increased their frequency of WhatsApp messages sent out and received/listened to, and of leisure activities accessed. Their frequency of telephone calls averaged between virtually zero and slightly above one. The implications of the findings are discussed in relation to the technology used for the program and the applicability of the program in daily contexts.

Reducing Stereotypic Behavior by Teaching Orienting Responses to Environmental Stimuli

1997 ◽  
Vol 22 (1) ◽  
pp. 28-35 ◽  
Author(s):  
William D. Frea
Keyword(s):  
Eye Movements ◽  
The Other ◽  
Multiple Baseline ◽  
Stereotypic Behavior ◽  
Multiple Baseline Design ◽  
Community Settings ◽  
Baseline Design ◽  
Environmental Stimuli ◽  
Natural Stimuli ◽  
Adolescents With Autism

This study investigated the feasibility of decreasing the stereotypic behavior of two adolescents with autism by teaching them to increase orienting responses to their environment using an external prompt. Both participants exhibited high rates of stereotypic behaviors, one in the form of physical rigidity and stereotyped eye movements, the other in the form of perseverative speech and repeated gesturing. They were taught to increase the amount of appropriate orienting to natural stimuli in community settings. Within a multiple baseline design across settings, both demonstrated decreases in stereotypic behavior as appropriate orienting increased.

Sensory Reinforcement with Autistic Children

1985 ◽  
Vol 13 (4) ◽  
pp. 328-341 ◽  
Author(s):  
L. J. V. Baker ◽  
Yvonne Milner
Keyword(s):  
Task Performance ◽  
Motor Coordination ◽  
The Other ◽  
Multiple Baseline ◽  
Autistic Children ◽  
Sensory Reinforcement ◽  
Baseline Design ◽  
Observer Reliability ◽  
Sensory Activity ◽  
Play Therapist

Three non-verbal, autistic boys of 9, 12 and 16 years served as subjects in two experiments and a nurse play-therapist acted as the agent. The first experiment compared the effects upon a motor coordination task of each subject's preferred sensory reinforcer with those of the sensory reinforcer preferred by the other two subjects. On-task performances were maintained by prompting and by contingent presentation of each reinforcer in a multiple-baseline design across subjects. All subjects showed higher levels of on-task performance for their preferred sensory activity. In the second experiment a multielement-baseline design compared the effects of the preferred sensory reinforcer with those of a preferred edible reinforcer. All subjects showed higher levels of on-task performance for their preferred sensory activity. Inter-observer reliability remained above 90%. A role for sensory reinforcement in training autistic children is suggested.

The Use of Written Naming and Repetition to Treat Naming Deficits in Aphasia

2020 ◽  
Vol 29 (1) ◽  
pp. 216-237
Author(s):  
Naomi Hashimoto
Keyword(s):  
Treatment Effect ◽  
The Other ◽  
Effect Sizes ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Duration Of Treatment ◽  
Baseline Design ◽  
Functional Strategy ◽  
Treatment Data ◽  
Naming Deficits

Purpose The purpose of the study was to examine the use of a combined written naming + repetition (WN + REP) approach and an REP-only approach to treat naming deficits in a group of individuals with aphasia. Method Six individuals participated in the study. A multiple-baseline design across behaviors was used. A WN + REP approach, an REP approach, and an untreated condition were presented. Three 10-item treatment lists and one 10-item untreated list were created. Each 10-item treatment list was evenly divided so that 5 items were treated using the WN + REP approach and 5 items were treated using the REP approach. Results Visual analyses of treatment data revealed improvements in 4 of the 6 participants. Meaningful treatment effect sizes were obtained for 5 of the 6 participants in at least 1 of the approaches across the treatment lists. Slightly more participants obtained meaningful effect sizes in the WN + REP approach than in the REP approach. Use of writing as a strategy to help with naming the pictures verbally increased over the duration of treatment in 5 of the 6 participants. Conclusions The findings revealed that both approaches improved spoken naming accuracy in aphasia. Although the WN + REP approach resulted in more meaningful effect sizes than the REP approach, there was no overwhelming advantage in using 1 or the other approach. However, the WN + REP approach promoted writing as a functional strategy that could be used when naming the picture verbally was not successful.

scholarly journals Effects of an Imagery Training Program on Selective Attention of National Softball Players

2004 ◽  
Vol 18 (3) ◽  
pp. 272-296 ◽  
Author(s):  
Claire Calmels ◽  
Christelle Berthoumieux ◽  
Fabienne Fabienne d’Arripe-Longueville
Keyword(s):  
Individual Differences ◽  
Selective Attention ◽  
Training Program ◽  
Elite Athletes ◽  
The Other ◽  
Multiple Baseline ◽  
Interpersonal Style ◽  
Baseline Design ◽  
Imagery Training ◽  
External Stimuli

This study examined the effectiveness of an imagery training program in improving national softball players’ selective attention. A multiple-baseline design across individuals was used. There were four participants. One remained at baseline, while the other three spent 10 min a day practicing an audio-taped imagery program composed of 28 sessions. Measures of selective attention were collected via a baseball/softball batting specific version stemming from Nideffer’s (1976) Test of Attentional and Interpersonal Style (TAIS). The results demonstrated that the imagery training program generally enhanced the ability of softball players to integrate external stimuli without being overloaded with them and to narrow attention. Results were discussed in relation to the usefulness of multiple-baseline designs for investigating individual differences among elite athletes. Practical pedagogical considerations for coaching are proposed.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Stimulus Generalization Using Nonvisual Stimuli with a Student Who Has Autism Spectrum Disorder and Visual Impairment

2021 ◽  
Vol 115 (2) ◽  
pp. 121-133
Author(s):  
Robin Arnall ◽  
Yors Garcia ◽  
Annette K. Griffith ◽  
Jack Spear
Keyword(s):  
Visual Impairment ◽  
Private School ◽  
Sensory Input ◽  
Language Skills ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Stimulus Generalization ◽  
Baseline Design ◽  
Tactile Stimuli ◽  
Low Levels

Introduction: The main objective of this study was to determine whether stimulus symmetry, or untaught generalized relations among stimuli, could be demonstrated using audio and tactile stimuli (i.e., nonvisual). Methods: A modified alternating treatment within a concurrent multiple baseline design across nonvisual stimulus sets (i.e., tactile and audio) was implemented with Zach, an 11-year-old male diagnosed with autism and visual impairment, to teach two relations (sound–touch and sound–label) among stimuli. Following training, the researcher tested whether Zach could identify stimuli through an untaught relation (touch–label). The study presented here required a week to complete and was conducted at a private school for individuals with behavioral concerns. Results: During baseline, Zach demonstrated low levels of correct responses (average of 7% across all relations) for all skills. In the training phase (for only two of the three targeted skills, sound–touch and sound–label relations), Zach demonstrated proficiency for most stimuli used in the sets (average of 61% across relations). Finally, in the testing phase (the untaught touch–label relation), Zach demonstrated high levels of generalized acquisition (89%). Discussion: Results indicated that the procedure used in this study could be generalized to novel populations, including those with visual impairments, and that different forms of sensory input could be used, including auditory and tactile-based teaching. Implications for practitioners: Individuals working with learners with differing levels of visual impairment could utilize the demonstrated procedure to associate types of stimuli, using methods other than visual input. The procedure outlined would benefit a population that may require assistance with developing language skills but who also may have difficulties using common visual stimuli.

Multiple baseline design

TVZ ◽  
2021 ◽  
Vol 131 (1) ◽  
pp. 52-53
Author(s):  
Katrien Cuyvers
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

A Parent-Implemented Shared Reading Intervention via Telepractice

2021 ◽  
pp. 105381512110322
Author(s):  
Yusuf Akemoglu ◽  
Vanessa Hinton ◽  
Dayna Laroue ◽  
Vanessa Jefferson
Keyword(s):  
Time Delay ◽  
Single Case ◽  
Multiple Baseline ◽  
Video Editing ◽  
Baseline Design ◽  
Communicative Acts ◽  
Use Of Time ◽  
Young Children With Disabilities ◽  
Evidenced Based ◽  
Feedback Delivery

We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.

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