Assistive technology for promoting choice behaviors in three children with cerebral palsy and severe communication impairments

Stasolla, Fabrizio; Caffò, Alessandro O.; Picucci, Luciana; Bosco, Andrea

doi:10.1016/j.ridd.2013.05.029

Cited by 56 publications

(23 citation statements)

References 43 publications

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“…Therefore, researchers have measured behavioral indices of happiness such as smiling, laughing, and energized body movements with or without vocalizations. The resulting measures have been referred to as indices of happiness (Lancioni, Singh, et al, ; Perilli, Lancioni, Hoogeveen, et al, ; Stasolla, Caffò, Picucci, & Bosco, ).…”

mentioning

confidence: 99%

A microswitch‐based program for promoting initial ambulation responses: An evaluation with two girls with multiple disabilities

Stasolla

Caffò

Perilli³

et al. 2017

J of App Behav Analysis

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We assessed the use of a microswitch-based program for promoting ambulation responses by two children with multiple disabilities. The goals of the study were to: (a) evaluate the importance of the contingency between the target behavior (forward step) and the programmed consequence (preferred stimuli), (b) measure effects of the intervention on indices of happiness, and (c) assess the social validation of the procedure using 20 physiotherapists as external raters. The intervention involved the automatic delivery of preferred stimuli contingent on forward steps. Results showed that both participants improved their performance (forward steps and indices of happiness) during contingent reinforcement phases compared to baseline and noncontingent reinforcement phases. Moreover, physiotherapists rated the intervention as socially valid.

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confidence: 99%

A microswitch‐based program for promoting initial ambulation responses: An evaluation with two girls with multiple disabilities

Stasolla

Caffò

Perilli³

et al. 2017

J of App Behav Analysis

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“…Students with physical disability have the problem of general mobility, while those with visual disability frequently need AT to help them move and gain access to where they need to communicate and participate in social activities [13, 14]. In fact, students with communication difficulty, such as those with hearing and intellectual disability as well as cerebral palsy, also need AT for accessing and participating in their daily activities [15]. However, some AT items might be a facilitator and barrier simultaneously.…”

Section: Discussionmentioning

confidence: 99%

Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs

Lersilp

Putthinoi

Lersilp

2018

Occupational Therapy International

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The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.

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“…ATs can help carers understand and interpret the preferences of PIDD and help PD communicate those preferences [c.f. ( 24 , 25 )]. As such, they are useful, but they also risk misrepresenting an individual's subjective experiences, or constructing preferences (by framing responses to certain things or directing their attention in specific ways) that are in fact in the interests of the developer.…”

Section: Discussionmentioning

confidence: 99%

Autonomy Benefits and Risks of Assistive Technologies for Persons With Intellectual and Developmental Disabilities

O’Brolcháin

2018

Front. Public Health

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This paper explores the ways in which assistive technologies (ATs) can both promote and undermine the autonomy of Persons with Intellectual and Developmental Disabilities (PIDD). Following an initial discussion of ATs for PIDD, I examine the specific issues of autonomy for PIDD. I outline the ways in which ATs can boost autonomy, of PIDD, focusing on knowledge, authenticity, and liberty. Following that I suggest that ATs are not necessarily beneficial in terms of autonomy and examine ways that they might be used to undermine the autonomy of PIDD, specifically the categories of knowledge, authenticity, and liberty. I conclude by suggesting that the development of ATs requires ethical oversight.

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Assistive technology for promoting choice behaviors in three children with cerebral palsy and severe communication impairments

Cited by 56 publications

References 43 publications

A microswitch‐based program for promoting initial ambulation responses: An evaluation with two girls with multiple disabilities

A microswitch‐based program for promoting initial ambulation responses: An evaluation with two girls with multiple disabilities

Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs

Autonomy Benefits and Risks of Assistive Technologies for Persons With Intellectual and Developmental Disabilities

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