Technological Solutions for Helping Adaptive Responding of Children with Severe to Profound Developmental Disabilities

This article provides the reader with a literature overview of the newest empirical evidences available on the use of assistive technology-based programs for teaching and improving adaptive responding of children with severe to profound developmental disabilities. Four main categories of studies were selected, regarding (a) the technology for promoting independent access to positive stimulation, (b) the combination between microswitch and VOCA aimed at asking for social contact with a caregiver, (c) the cluster technology for increasing an adaptive response, and simultaneously reducing a challenging behavior, (d) the technology for requesting and choosing desired item or the access to the literacy. Overall, 26 studies were reviewed, and 75 participants were involved. The outcomes were largely positive, although few failures occurred. Psychological and Rehabilitative implications of the findings for both research and clinical practices were critically discussed

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Assistive Technology and Cognitive-Behavioral Programs for Promoting Adaptive Skills of Persons with Alzheimer Disease: A Selective Review

Journal of Neurological Research And Therapy ◽

10.14302/issn.2470-5020.jnrt-18-2321 ◽

2018 ◽

Vol 2 (3) ◽

pp. 14-29

Author(s):

Viviana Perilli ◽

Fabrizio Stasolla ◽

Stefania Maselli ◽

Isabel Morelli

Keyword(s):

Quality Of Life ◽

Alzheimer Disease ◽

Assistive Technology ◽

Challenging Behavior ◽

Behavioral Interventions ◽

Challenging Behaviors ◽

Cognitive Behavioral ◽

Adaptive Responding

Background: Person with Alzheimer Disease may present cognitive, social, communication, physical, and orientation impairments. Furthermore, individuals with Alzheimer Disease may exhibit challenging behavior, isolation, and passivity. Objectives: To emphasize the role of Assistive Technology-based interventions and Cognitive-Behavioral Programs to improve the independence, and the quality of life of patients with Alzheimer Disease. To assess the effects on teaching adaptive responding, and decreasing challenging behaviors. Method: A selective literature review was carried out considering Alzheimer, Assistive Technology, Cognitive-Behavioral Programs, Adaptive Responding, Challenging Behaviors, and Quality of life as keywords. Twenty-six studies were reviewed. Results: Empirical data demonstrated the effectiveness, and the suitability of the selected interventions, although few failures occurred. The participants involved significantly increased their adaptive responding during the intervention phases, and maintained their performance over the time. Conclusion: Assistive Technology-based rehabilitative programs and Cognitive-Behavioral Interventions may be helpful for promoting the independence and the quality of life of individuals with Alzheimer Disease.

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Assistive Technology-Based Programs and Cognitive-Behavioral Interventions for Helping Adaptive Responding of Children and Adolescents With Rett Syndrome

Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7053-1.ch009 ◽

2021 ◽

pp. 167-188

Author(s):

Fabrizio Stasolla ◽

Alessandro O. Caffò ◽

Viviana Perilli

Keyword(s):

Assistive Technology ◽

Children And Adolescents ◽

Rett Syndrome ◽

Challenging Behavior ◽

Behavioral Interventions ◽

Cognitive Behavioral ◽

Adaptive Skills ◽

Future Research ◽

Cognitive Behavioral Interventions ◽

Adaptive Responding

This chapter provides the reader with a concise overview of the newest empirical evidences available on the use of assistive technology and cognitive behavioral interventions to promote adaptive skills and decrease challenging behaviors of children and adolescents with Rett syndrome and severe to profound developmental disabilities. Four main categories of studies were identified, namely (1) communication skills, (2) adaptive skills, (3) challenging behavior, and (4) on-task behavior. Twenty-six contributions were reviewed, and 936 participants were involved. Results were largely positive, although rare failures occurred. Educational, clinical, rehabilitative, and psychological implications of the findings were critically discussed. Some useful suggestions for future research and practice were emphasized.

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