Enabling a Girl with Multiple Disabilities to Control Her Favorite Stimuli through Vocalization and a Dual-Microphone Microswitch

Lancioni, Giulio E.; Singh, Nirbhay N.; O’Reilly, Mark F.; Oliva, Doretta; Groeneweg, Jop

doi:10.1177/0145482x0509900306

Cited by 18 publications

(4 citation statements)

References 13 publications

(10 reference statements)

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“…Sixteen studies (25%) used MT, with a video camera being the most frequently used MT ( n = 8; 12.5%; Fabio et al, 2022; Hasselblad et al, 2007; Lancioni, 2007; Lancioni et al, 2010, 2011; Lancioni, Bellini, et al, 2014; Mechling, 2006; Mechling & Bishop, 2011). A microphone was used in four studies (Fabio et al, 2022; Hasselblad et al, 2007; Lancioni et al, 2005, 2006), a wireless mouse featured in three studies (Shih et al, 2009; Shih & Shih, 2009, 2010), and one study used cassettes and tape recorders (Kennedy & Haring, 1993). Three studies investigated the use of toys, devices, video programmes and commercial software (Lancioni, 2007; Mechling, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…Six studies (9.4%) focused on the use of UD‐based technology (Bunning et al, 2012; Fabio et al, 2022; Kosiedowski et al, 2020; Lancioni et al, 2005; Lancioni, Singh, et al, 2009; Neidlinger et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Nine studies (14.1%) used a combination of AT with MT and/or UD‐based technology (Fabio et al, 2022; Hasselblad et al, 2007; Holburn et al, 2004; Kennedy & Haring, 1993; Lancioni, 2007; Lancioni et al, 2005; Lancioni, Singh, et al, 2009; Mechling, 2006; Wacker et al, 1988).…”

Section: Resultsmentioning

confidence: 99%

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From assistive to inclusive? A systematic review of the uses and effects of technology to support people with pervasive support needs

Piekema,

ten Brug,

Waninge

et al. 2024

Research Intellect Disabil

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BackgroundAlthough particular technologies can enhance the quality of life (QoL) of people with profound intellectual and multiple disabilities (we use the term pervasive support needs), their objectives and outcomes are understudied. A systematic literature review was therefore conducted to explore this topic.MethodA search of four databases yielded 64 studies. Data were extracted on their general characteristics, methods and sample characteristics as well as the technology types, QoL domains and application within ecological systems. A narrative synthesis was subsequently developed.ResultsMost of the studies applied assistive technology (AT) and focused on personal development and self‐determination on an individual level.ConclusionsTechnology can enhance the QoL of people with pervasive support needs. There are indications that although MT and UD‐based technology are used in practice, few studies have examined these technologies. Therefore, there is a knowledge gap regarding the kinds of technology that are used in practice.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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From assistive to inclusive? A systematic review of the uses and effects of technology to support people with pervasive support needs

Piekema,

ten Brug,

Waninge

et al. 2024

Research Intellect Disabil

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“…A basic principle of strengths-based assessment and intervention practices is identifying and using existing and emerging child behavior as the building blocks for promoting child learning and development [26,163]. For example, this type of assessment and intervention has been used successfully to promote the response-contingent learning of young children with multiple disabilities and significant developmental delays; for example, [155,172,173]. As noted by Lancioni et al [174], strengths-based practices are more likely to be effective because these practices do "not require excessive effort" (p. 271) on the part of a child to control environmental consequences compared to deficit-based practices that "require excessively high levels of effort" (p. 271) to produce environmental consequences.…”

Section: Child Strengths-based Practicesmentioning

confidence: 99%

Research Foundations for Evidence-Informed Early Childhood Intervention Performance Checklists

Dunst

2017

Education Sciences

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The research evidence for early childhood intervention practices performance checklists is described. Performance checklists include lists of the tasks or steps required to complete a practice competently. The checklists were developed using a conceptualization-operationalizationmeasurement framework where findings from research syntheses and empirical studies informed the selection or development of checklist indicators. This paper includes a meta-review of empirical evidence demonstrating practice-outcome relationships consistent with the purposes and goals of each of the performance checklists. Findings from more than 200 narrative reviews, meta-analyses, integrative reviews, and other types of research syntheses were the sources of evidence and foundations for 26 early childhood intervention performance checklists. The research evidence, taken together, indicates that the checklist indicators have a substantial evidence base for each of the performance checklist practices. Strengths and limitations of the meta-review are described.

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Use of Microswitches in Habilitation Programs

Lancioni

Sigafoos

O’Reilly³

et al. 2012

Assistive Technology

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Enabling a Girl with Multiple Disabilities to Control Her Favorite Stimuli through Vocalization and a Dual-Microphone Microswitch

Cited by 18 publications

References 13 publications

From assistive to inclusive? A systematic review of the uses and effects of technology to support people with pervasive support needs

From assistive to inclusive? A systematic review of the uses and effects of technology to support people with pervasive support needs

Research Foundations for Evidence-Informed Early Childhood Intervention Performance Checklists

Use of Microswitches in Habilitation Programs

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