scholarly journals The nature of peer-directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker

2015 ◽  
Vol 42 (1) ◽  
pp. 98-108 ◽  
Author(s):  
S. Nijs ◽  
C. Vlaskamp ◽  
B. Maes
Keyword(s):  
Multiple Disabilities ◽  
Support Worker ◽  
Direct Support ◽  
Social Scaffolding

Observing and Influencing Alertness in Individuals With Profound Intellectual and Multiple Disabilities in Multisensory Environments

2012 ◽  
Vol 11 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Vera Munde ◽  
C. Vlaskamp ◽  
W. J. Post ◽  
A. J. J. M. Ruijssenaars ◽  
B. Maes ◽  
...  
Keyword(s):  
Multiple Disabilities ◽  
Target Population ◽  
Auditory Stimuli ◽  
Learning And Development ◽  
Video Recordings ◽  
Multilevel Logistic Regression Analysis ◽  
Wide Range ◽  
Direct Support ◽  
Stimulation Of

While alertness is widely acknowledged as one of the most important preconditions for learning and development, individuals with profound intellectual and multiple disabilities (PIMD) experience a wide range of difficulties in the contact with their environment. The aim of the present study was to identify aspects of stimulation situations that influence the alertness levels of individuals in the target population.Based on video recordings of 24 participants, alertness levels and environmental conditions were scored. Descriptive analyses and multilevel logistic regression analysis were used to identify the aspects of the stimulation situation that were related to occurrence of alertness.The results show that visual stimuli (optimally in combination with auditory stimuli) produced the highest alertness levels. Furthermore, the effects of stimuli outweighed the effect of time. The role of direct support persons is thus especially important in alertness stimulation of individuals with PIMD.

scholarly journals Parents’ experiences of collaborating with professionals in the support of their child with profound intellectual and multiple disabilities

2016 ◽  
Vol 21 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Suzanne LG Jansen ◽  
Annette AJ van der Putten ◽  
Carla Vlaskamp
Keyword(s):  
Crucial Role ◽  
Multiple Case Study ◽  
Multiple Disabilities ◽  
Personal Experiences ◽  
Direct Support ◽  
Multiple Case ◽  
The Mean ◽  
Common Function ◽  
Parents Experiences

Background: There is little data on the collaboration between parents and professionals in the support of persons with profound intellectual and multiple disabilities. Since communication is essential to collaboration, this study analysed the frequency, means, and personal experiences of communication between parents and professionals. Method: A multiple case study ( n = 4) was conducted. Observations were logged for every contact between professionals and parents during 12 months. Results: The mean number of contacts a month ranged from 1.9 to 16.7 across the cases. Most of the contacts were with the child’s direct support persons (85.2%) and exchanging information (35.5%) was the most common function. Issues concerning health (28.4%) were the most common subjects discussed. The majority of the mothers’ experiences were positive. Conclusion: Direct support persons play a crucial role; they need to be aware of this role and to be trained to fulfill their role to acknowledge parents as partners.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
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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