The purpose of this study was to explore the effects of adaptive seating on oral-motor functioning as it relates to eating and drinking in 11 children with multiple handicaps between the ages of 1 and 4 years. An assessment instrument with a behavioral base was used for the seven direct observations of each child's motor behavior. During the first and last visit the parent or guardian filled out a pre- and post-equipment questionnaire. Evaluations were conducted every 6 weeks beginning 3 months before and ending 6 months after the receipt of the seating devices. An analysis of variance was used to analyze rating scale score data. A nonparametric sign test was used for the analysis of yes/no data. Other data were analyzed for frequencies and central tendencies. Sitting posture and head alignment during eating and drinking improved significantly. A significant increase in the frequency with which liquid and food was retained in the mouth was noted. A significant number of children progressed from bottle to cup drinking and from eating blended to chopped or cut-up food. The present research extends beyond case study and retrospective study reports to support the efficacy of the use of adaptive seating devices by children with multiple handicaps.

Adaptive seating devices (ASDs) are used in the treatment of children with multiple handicaps. This longitudinal study evaluated, through direct observation and parent-guardian assessment, the behavioral changes seen with the use of ASDs and programming. Nineteen individuals with multiple handicaps and developmental disabilities, aged 1 to 6 years, participated as subjects. Data were collected by a trained observer from eight on-site evaluations and from parent-guardian responses to a preequipment and postequipment questionnaire. Evaluations were made every six weeks, starting about three months before and ending about six months after receiving the seating devices. The activities observed were head control, controlled sitting posture, visual tracking, reach, and grasp. Rating scale data were analyzed using an analysis of variance and a Friedman's test. Other data were analyzed descriptively for frequencies and central tendencies. Sitting posture, head control, and grasp improved significantly. Parent perceptions of the equipment indicated that the chairs freed parents from the need to provide support for their children's activities of daily living, which enabled them to participate in other activities with the children and around the home.

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The purpose of this study was to assess, by analyzing survey responses, the perceived behavioral changes that were observed when adaptive seating devices and training programs were provided to multihandicapped, developmentally disabled individuals. Results for 41 clients were analyzed. Statistical analysis revealed that significant changes in social interaction, positioning, tracking, grasping, and self-feeding were perceived by parents, guardians, or trainers. The necessity of a prospective study to analyze data about the influence of behavior programs used with adaptive seating devices is discussed.

The purposes of this study were 1) to identify therapists' and physicians' attitudes and opinions about the physician-physical therapist communication dyad, 2) to identify potential areas for improvement in this communication process, and 3) to provide physical therapists and physical therapy students with basic guidelines for optimal communications. Ten physical therapists and 8 physicians participated in individual interviews that were taped and subsequently transcribed. The transcriptions were compiled and analyzed by an interpersonal communication expert (B.W.B.) for trends and themes. Findings of the study include 1) physical therapists want increased accessibility to and communication with physicians and 2) physicians want brief communication with clear objective data provided by the therapists. Basic guidelines developed for physical therapy students as a result of this study include 1) identify physicians with whom you can communicate most easily, 2) learn your physicians' schedules, 3) organize beforehand so that communication is clear and concise, 4) be polite but self-assured, 5) ask your supervisor or other staff therapists for advice, and 6) use the telephone discriminately. This study emphasizes that communication with physicians must be approached on an individual basis. Each physician differs in personality, philosophy of patient care, and expectations of physical therapy. Therapists should take the initiative in developing good rapport and maintaining a viable relationship with physicians.