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.

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.

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.

A Selective Overview of Microswitch-Based Programs for Promoting Adaptive Behaviors of Children With Developmental Disabilities

2017 ◽  
pp. 183-201
Author(s):  
Fabrizio Stasolla ◽  
Adele Boccasini ◽  
Viviana Perilli ◽  
Alessandro O. Caffò ◽  
Rita Damiani ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Assistive Technology ◽  
Electronic Devices ◽  
Multiple Disabilities ◽  
Self Determination ◽  
Adaptive Behaviors ◽  
Motor Impairments ◽  
Children With Developmental Disabilities ◽  
Educational Psychological

Assistive technology (AT) refers to any device, equipment and/or piece enabling children with developmental disabilities with self-determination and independence towards the outside world. Within this framework, microswitches represent electronic devices ensuring children with severe to profound developmental and/or multiple disabilities (i.e. a combination of intellectual, sensorial and motor impairments) to the independent access to preferred stimuli. This paper provides a selective overview of some illustrative examples available in the last fifteen years (i.e. 2000-2015) of the empirical evidences published on this topic. Overall, 35 studies were reviewed. Results were widely positive, although some failures occurred. Educational, psychological and rehabilitative implications of the findings were discussed.

Reflections on Knowledge Management Research and Practice

2011 ◽  
pp. 1-8
Author(s):  
Murray E. Jennex
Keyword(s):  
Knowledge Management ◽  
Management Research ◽  
Research And Practice ◽  
The Third ◽  
The Future ◽  
Key Issues

This is the third volume in the Advances in Knowledge Management and I thought it appropriate to start this volume with some reflection on where KM is at and where it is going. This chapter reflects on two key issues—the need to ensure KM is relevant and the risk of KM becoming a fad. The chapter concludes with reflection on the future of KM.

Assistive Technology for Supporting Communication, Occupation, and Leisure by Children With Severe to Profound Developmental Disabilities

2019 ◽  
pp. 237-249
Author(s):  
Fabrizio Stasolla ◽  
Viviana Perilli ◽  
Adele Boccasini
Keyword(s):  
Developmental Disabilities ◽  
Assistive Technology ◽  
Behavioral Interventions ◽  
Multiple Disabilities ◽  
Adaptive Responses ◽  
Motor Impairments ◽  
General Picture ◽  
Indices Of Happiness ◽  
Literacy Process ◽  
Cognitive Behavioral Interventions

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.

National Goals for the Education of Children and Youth With Intellectual and Developmental Disabilities: Honoring the Past While Moving Forward

Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 219-226 ◽  
Author(s):  
Colleen A. Thoma ◽  
Irina Cain ◽  
Christine Walther-Thomas
Keyword(s):  
Developmental Disabilities ◽  
Children And Youth ◽  
Intellectual And Developmental Disabilities ◽  
Research And Practice ◽  
The Past ◽  
The Future ◽  
Practice Knowledge

Abstract This article describes the process by which members of the Education Strand of the National Goals 2015 Conference identified recommendations for goals for the next 10 years designed to build on the best of our field's current research and practice knowledge. We describe the Education Strand's five research goals, developed to help the field meet the challenges of the future, and discuss the process that the group of experts who participated in the Education Strand used to reach consensus on these goals.

A Selective Overview of Microswitch-Based Programs for Promoting Adaptive Behaviors of Children with Developmental Disabilities

2014 ◽  
Vol 6 (2) ◽  
pp. 56-74 ◽  
Author(s):  
Fabrizio Stasolla ◽  
Adele Boccasini ◽  
Viviana Perilli ◽  
Alessandro O. Caffò ◽  
Rita Damiani ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Assistive Technology ◽  
Electronic Devices ◽  
Multiple Disabilities ◽  
Self Determination ◽  
Adaptive Behaviors ◽  
Motor Impairments ◽  
Children With Developmental Disabilities ◽  
Educational Psychological

Assistive technology (AT) refers to any device, equipment and/or piece enabling children with developmental disabilities with self-determination and independence towards the outside world. Within this framework, microswitches represent electronic devices ensuring children with severe to profound developmental and/or multiple disabilities (i.e. a combination of intellectual, sensorial and motor impairments) to the independent access to preferred stimuli. This paper provides a selective overview of some illustrative examples available in the last fifteen years (i.e. 2000-2015) of the empirical evidences published on this topic. Overall, 35 studies were reviewed. Results were widely positive, although some failures occurred. Educational, psychological and rehabilitative implications of the findings were discussed.

scholarly journals The Future of Youth Development: Multiple Wisdoms, Alternate Pathways and Aligned Accountability

2011 ◽  
Vol 6 (3) ◽  
pp. 165-180 ◽  
Author(s):  
Dale A. Blyth
Keyword(s):  
Youth Development ◽  
Quantitative Data ◽  
Research Evaluation ◽  
Youth Programs ◽  
Research And Practice ◽  
The Third ◽  
The Future ◽  
Bridging Research And Practice

Based on trends and events observed or experienced by the author over the last 30 years in research, evaluation and practice, this article examines three challenges facing and shaping the future of the youth programs as contexts for development. The first challenge surrounds how the field comes to understand, value and integrate different forms of knowing -- particularly quantitative data. The second challenge represents how the field shifts from proving it makes a difference to improving the ways it makes a difference by expanding the pathways to impact. The third challenge regards how the field responds to and shapes accountability pressures in ways that better align accountability rather than succumb to it. Implications of each challenge for effectively bridging research and practice are noted.

scholarly journals Crisis and Risk Communication Scholarship of the Future: Reflections on Research Gaps

2020 ◽  
Vol 3 (1) ◽  
pp. 7-13
Author(s):  
Brooke Liy ◽  
Jeannette Viens
Keyword(s):  
Risk Communication ◽  
Crisis Communication ◽  
Future Research ◽  
Research Gaps ◽  
Research And Practice ◽  
The Third ◽  
Editorial Assistant ◽  
The Future

Risk and crisis communication is a vibrant and growing area of research and practice. As we head into the third year of publishing the first journal dedicated to crisis and risk communication, the editor and editorial assistant pose some especially promising areas for future research. In this essay, we also introduce the articles published in this journal, including how they meet promising research gaps to fill.

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