Assistive technologies for promoting inclusion for children with multiple disabilities
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Published
Dec 31, 2012
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Abstract
The study reported here is aimed at assessing the efficacy of a computer-based alternative and augmentative communication (AAC) program for two children with cerebral palsy and multiple disabilities. The results show that both participants’ communication skills improved during intervention and post-intervention phases. This was confirmed by scores from social validation procedures carried out by undergraduate students; these substantiated the hypothesis of the intervention’s rehabilitation value. These results support the clinical validity of the computer-mediated AAC intervention for children with multiple/profound disabilities.
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Articles - General topics
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References
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Tressoldi P., Vio C. (2008). Significatività clinica negli studi di efficacia dei trattamenti per i disturbi di apprendimento: una proposta. Psicologia Clinica dello Sviluppo, 12, pp. 291-302.
Visconti P., Peroni M., Ciceri F. (2007). Immagini per parlare. Percorsi di comunicazione aumentativi alternativa per persone con disturbi autistici. Brescia: Vannini Editrice.
Barlow D.H., Nock M., Hersen M. (2009). Single-case experimental designs: Strategies for studying behavior change (3rd ed.). New York: Allyn & Bacon.
Costantino M.A. (2011). Costruire libri e storie con la CAA (Gli IN-book per l’intervento precoce e l’inclusione). Trento: Edizioni Erickson.
Crawford M.R., Schuster J.W. (1993). Using microswitches to teach toy use. Journal of Developmental and Physical Disabilities, 5, pp. 349-368.
Farneti D., Genovese E. (2011). La CAA nelle disabilità verbali. I Care, 36, pp. 74-77.
Gava M.L. (2007). La comunicazione aumentativa alternative tra pensiero e parola. Le possibilità di recupero comunicativo nell’ambito delle disabilità verbali e cognitive. Milano: Franco Angeli.
Green C., Reid D. (1999). A behavioral approach to identifying sources of happiness and unhappiness among individuals with profound multiple disabilities. Behavior Modification, 23, pp. 280–293.
Holburn S., Nguyen D., Vietze P. (2004). Computer assisted learning for adults with profound multiple disabilities. Behavioral Interventions, 19, pp. 25–37.
Ianes D., Cramerotti S. (2009). Il piano educativo individualizzato. Progetto di vita. Trento: Edizioni Erickson.
Lancioni G., O’ Reilly M., Singh N., Oliva D., Marziani M., Groeneweg J. (2002). A social validation assessment of the use of microswitches with persons with multiple disabilities. Research in developmental disabilities, 23, pp. 309-318.
Lancioni G., O’Reilly M., Cuvo A., Singh N., Sigafoos J., Didden R. (2007). PECS and VOCAs to enable students with developmental disabilities to make requests: An overview of the literature. Research in Developmental Disabilities, 28, pp. 468-488.
Lancioni G., O’Reilly M., Singh N., Oliva D., Campodonico F., Groeneweg J. (2003). Stimulation and microswitch-based programs for enhancing indices of happiness: a maintenance assessment. Behavioral Interventions, 18, pp. 53-61
Lancioni G., O’ Reilly M., Singh N, Oliva D., Baccani S., Severini L., Groeneweg J. (2006). Microswitch programmes for students with multiple disabilities and minimal motor behaviour: assessing response acquisition and choice. Pediatric Rehabilitation, 9, pp. 137-143
Lancioni G., Singh N., O’Reilly M., Baccani S., Pidala S., Oliva D., Groeneweg J. (2005). Parents provide social validation of microswitch programs for children and adults with multiple disabilities. Journal of Child and Family Studies, 14, pp. 159-165
Lancioni G., Singh N., O’Reilly M., Oliva D., Basili G. (2005). An overview of research on increasing indices of happiness of people with severe/profound and multiple disabilities. Disability and Rehabilitation, 27, pp. 83-93.
Luccio R. (2008). Dalla significatività statistica a quella clinica. Presentazione. Psicologia Clinica dello Sviluppo, 12, pp. 203-209.
Meazzini P. (ed.) (1997). Handicap. Passi verso l’autonomia. Presupposti teorici e tecniche d’intervento. Firenze: Giunti Editore.
Morini A., Scotti F. (eds.) (2005). Assistive Technology, Tecnologie di supporto per una vita indipendente. Santarcangelo di Romagna, RN: Maggioli Editore.
Realon R., Bligen R., La Force A., Helsel W., Goleman V. (2002). The effects of the Positive Environment Program (PEP) on the behaviors of adults with profound cognitive and physical disabilities. Behavioral Interventions, 17, pp. 1-13.
Ross E., Oliver C. (2003). The assessment of mood in adults who have severe or profound mental retardation. Clinical Psychology Review, 23, pp. 225-245.
Sartori I. (2010). Disabilità cognitivo linguistica e comunicazione aumentativa alternativa. Milano: Franco Angeli.
Schlosser R., Sigafoos J. (2006). Augmentative and alternative communication interventions for persons with developmental disabilities: Narrative review of comparative single-subject experimental studies. Research in Developmental Disabilities, 27, pp. 1-29.
Schlosser R., Wendt O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17, pp. 212-230.
Siegel S., Castellan N.J. (1988). Non parametric statistics (2nd edition). New New ork: Mc Graw Hill.
Sigafoos J, O’Reilly M, Green V. (2007). Communication difficulties and the promotion of communication skills. In Carr A., O’Reilly G., Walsh P., McEvoy J. (eds.). The handbook of intellectual and clinical psychology practice. London: Routledge.
Sigafoos J., Schlosser R.W., Sutherland D. (2011). Augmentative and Alternative Communication. In Stone J., Blouin M. (eds.). International Encyclopedia of Rehabilitation. The Center for International Rehabilitation Research Information and Exchange (CIRRIE). New York: Buffalo University.
Sigafoos J., Kelly M., Butterfield N. (2007). Migliorare la comunicazione quotidiana dei bambini disabili. Trento: Edizioni Erickson.
Sigafoos J., O’Reilly M., Ganz J., Lancioni G., Schlosser R. (2005). Supporting self-determination in AAC interventions by assessing preference for communication devices. Technology and Disability, 17, pp. 143-153.
Sigafoos J., O’Reilly M., Edrisinha S. (2004). Teaching students with developmental disabilities to locate their AAC device. Research in Developmental Disabilities, 25, pp. 371-383.
Tressoldi P., Vio C. (2008). Significatività clinica negli studi di efficacia dei trattamenti per i disturbi di apprendimento: una proposta. Psicologia Clinica dello Sviluppo, 12, pp. 291-302.
Visconti P., Peroni M., Ciceri F. (2007). Immagini per parlare. Percorsi di comunicazione aumentativi alternativa per persone con disturbi autistici. Brescia: Vannini Editrice.