Technology-based intervention options for post-coma persons with minimally conscious state and pervasive motor disabilities

Abstract

Intervention strategies based on learning principles and technology may be largely helpful for persons with minimally conscious state and pervasive motor disabilities.

A special messaging technology for two persons with acquired brain injury and multiple disabilities

“…First, the positive outcome of the study places new emphasis on the importance of assistive technology for advancing the condition of persons with multiple disabilities following acquired brain injury. Indeed, the possibility of allowing them an active, communicative role rather than leaving them in a dependent condition may be largely related to the availability of adequate technological resources [7,8,10,12,30,33,34]. This realization and its widespread implications call for new and sustained research efforts in this area [35][36][37].…”

Comparing Single Case Design Overlap-Based Effect Size Metrics From Studies Examining Speech Generating Device Interventions

“…Department of Health and Human Services Developmental Disabilities Assistance and Bill of Rights Act (2000; e.g., Lancioni, O’Reilly, Singh, Buonocunto, et al, 2009). …”

Technology-Aided Programs for Persons with Severe/Profound and Multiple Disabilities: A Selective Review

“…It could also be feasible for persons with pervasive motor disabilities, given that a single, minimal response could be used for all choices and repetition requests. Lancioni, O'Reilly, Singh, Buonocunto, Sacco, Colonna, et al (2009a) carried out a program with an 18-yearold participant who had suff ered severe traumatic brain injury at the age of 14 and was considered to be in a minimally conscious state. He presented with pervasive motor disabilities, lack of any form of communication (or environmental control), and used a gastrostomy tube for nutrition.…”

“…Typically, the technological devices are expected to promote forms of adaptive responding (e.g., control of environmental events/stimulation, communication, indoor travel, and constructive activities) by bridging the gap between the person's behavioral repertoire and the abilities required for the adaptive responding targeted (Uslan, Malone, & De l'Aune, 1983;Holburn, Nguyen, & Vietze, 2004;Lancioni, O'Reilly, Singh, Sigafoos, Oliva, Antonucci, et al, 2008a;Lancioni, O'Reilly, Singh, Buonocunto, Sacco, Colonna, et al, 2009a;Bauer, Elsaesser, & Arthanat, 2011;).…”