This article describes a framework for assessing young children with severe multiple disabilities that was developed by Dr. Jan van Dijk and colleagues in the Netherlands. The assessment is guided by ...the lead of the child as it looks at the underlying processes of learning including biobehavioral state, orienting response, learning channels, approach–withdrawal, memory, interactions, communication, and problem solving. Through the use of two case studies, each of the learning processes is described along with suggestions for assessment and intervention. A sample protocol with observations, child strengths and needs, and suggestions for intervention is included.
There are two effects in utilizing eye-gaze input for children with severe physical disabilities, mainly severe physical disabilities. The first point is the effect of supporting more efficient ...activities by substituting and amplifying physical functions. The second point is the effect of supporting the expression of the parties, improving the motivation of the supporters, and eventually improving the living environment of the parties. The second effect is particularly effective for children with severe and multiple disabilities who have both severe intellectual and physical disabilities. This research creates and distributes a line-of-sight input training game that can be used by children with severe disabilities who have just begun to use line-of-sight input and children with multiple disabilities who have severe intellectual disabilities. The purpose was to improve the motivation of the person. In addition, we are making efforts to improve the effect by receiving opinions from supporters in the process of being used in the field. Here, we will introduce some examples of using the line-of-sight input training game that we have created, and discuss its effects.
Eight women with severe multiple disabilities were provided with simple mechanical switches that when depressed, activated battery-operated leisure items. Switches were provided for 1 hr during ...recreation when participants were sitting in wheelchairs and for 2 hr during therapeutic positioning when participants were lying on their beds or on wedges. No instructions or physical prompts were used to teach or maintain depression of the switch. Duration of switch depression in each session was recorded in 2 experimental conditions: (a) sessions when switch depression produced immediate activation of the leisure device and (b) sessions when switch depression produced no activation. Seven of eight participants showed higher rates of switch depression during conditions of immediate activation of the leisure device than in no-activation conditions. Seven of eight participants also showed similar rates of switch depression across conditions in both sitting and nonsitting positions.
Adults with severe multiple disabilities constitute a very small percentage of individuals in supported work. When these persons do obtain community jobs, considerable assistance is usually required. ...We evaluated an off-site/on-site program for reducing job coach assistance provided for three adults with severe multiple disabilities in a part-time community job. Following observations of the supported workers’ job performance in a publishing company, the job support reduction program was implemented while the individuals received more traditional day services when not at work. The program involved assessing the amount and type of assistance provided for each step in a worker’s job tasks, and then reducing the assistance through environmental adaptations and instruction. After implementation in the nonwork setting, the adaptations and instruction were extended to the work site. Immediate reductions occurred in the amount of assistance provided by job coaches for each supported worker while on the job. No adverse effects on productivity were observed. These results suggest that an off-site/on-site approach to reducing work assistance represents a viable alternative to current supported work models. Social validity observations in 10 job sites highlighted the need to demonstrate ways to reduce work assistance provided for workers with severe multiple disabilities. Future research areas are noted, focusing on evaluating other models for enhancing supported work opportunities for people with highly significant disabilities.
This paper identifies each teacher's roles in team teaching in classes with formative activities in special needs schools. It analyzes field notes and interview transcriptions using ethnomethodology, ...a qualitative research methodology. On the basis of the results, teachers' roles were classified into three main categories, eight subordinate categories, and eleven concepts. The three categories were main teacher's role, secondary teacher's role, and teacher group's role. The results showed that the secondary teacher played a greater role than the main teacher in classes with formative activities in special needs schools. Additionally, it became clear that the teacher's group sets the atmosphere for a lesson.
The aim of this study was to generate a theoretical model of student-teacher involvement in art activities for children with severe multiple disabilities. In particular, the author focused on ...assistance provided by teachers. The author used ethnomethodology as a qualitative research technique to study activities in multiple disability classes in special needs schools. In the study, concepts and categories related to involvement were generated by qualitatively analyzing field notes and interview data. The following categories of involvement were identified: support through materials and tools; communication; and the creation of a psychologically conducive environment.
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