Educational approaches for maximizing arousal in children with multiple and severe disability: New directions for research and practice in early childhood contexts

Abstract

This paper provides a review of several critical issues and directions for research and practice, centred on children with multiple and severe disability, with special attention to the recent study of individual behaviour states as a measure of arousal and involvement. It notes several areas for future research and discusses educational interventions designed to improve the engagement of children, focusing on the central role of early intervention and human ecologies in supporting the achievement of positive educational outcomes for this population.

Family-Centered Early Intervention for Infants and Toddlers With Disabilities

“…Disabilities have a lasting effect on a child's development and, in turn, have a psychosocial impact on the child's family. Children with severe and multiple disabilities often have a total dependence on parental assistance for everyday tasks (e.g., feeding, bathing, grooming) (Roberts, Arthur-Kelly, Foreman, & Pascoe, 2005). Although disability does not always have a negative impact on families, many families of children with severe and multiple disabilities experience great physical and psychological stress (Skok, Harvey, & Reddihough, 2006).…”

Engagement in family activities: a quantitative, comparative study of children with profound intellectual and multiple disabilities and children with typical development

“…The different pattern of engagement found in our study might be due to the focus on children with PIMD. Children with PIMD are reported to have difficulties in regulating sleep-wakefulness and spend more time in less alert states (Roberts et al 2005). Moreover, the complex interactions of impairments that children with PIMD experience may lead to a narrower repertoire of behaviours than for children with TD.…”