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Published on: January 29, 2014
Assistive technology programming for a young child with profound disabilities: a single-subject study
Jennifer Shull1, Jean Deitz, Felix Billingsley
1Division of Occupational Therapy, Department of Rehabilitation Medicine, University of Washington, Seattle, Washington 98195, USA.
Insights
This study shows that a 6-year-old child with profound multiple disabilities can use adapted switch-operated devices to express preferences. Social validation confirmed the positive impact of this evaluation and intervention process.
Area of Science:
- Assistive Technology
- Developmental Disabilities Research
- Behavioral Intervention
Background:
- Investigating the efficacy of adapted switch-operated devices for children with profound multiple disabilities.
- Utilizing single-subject research methods and social validation for evaluation and intervention.
Observation:
- Assessing a 6-year-old child's self-initiated behaviors and motor responses.
- Examining the child's ability to demonstrate contingency awareness and preferences through voluntary motions.
Findings:
- The child successfully used two switch sites to activate devices when a preferred stimulus was contingent on motor actions.
- The child communicated preferences, evidenced by differential switch activations for varying consequences.
- Parents and school personnel perceived the evaluation/intervention process positively.
Implications:
- Single-subject research and social validation are effective tools for evaluating and intervening with children with profound multiple disabilities.
- Adapted switch-operated devices can enhance communication and choice-making for individuals with severe disabilities.
- This approach supports individualized intervention strategies for children with complex needs.
Background And Purpose:
The purpose of this study was to use single-subject research methods, combined with social validation procedures, as part of an evaluation/intervention process exploring the effects of adapted switch-operated devices on self-initiated behaviors of a 6-year-old child with profound multiple disabilities.
Method:
A single-subject withdrawal design with multiple phases, including one alternating treatments phase, was used to investigate the participant's ability to perform selective, voluntary motions as indicators of contingency awareness and preferences. Social validity also was assessed.
Results:
The child demonstrated the ability to use two switch sites to activate adapted switch-operated devices when a preferred stimulus was contingent on a specific motor action, and she demonstrated the ability to communicate preferences as indicated by more frequent switch activations for one consequence than for a second consequence. Social validity results indicated that both the parents and school personnel generally viewed the evaluation/intervention process as positive.
Conclusions:
Single-subject research methods, combined with social validation procedures, can be used effectively in the evaluation/intervention process for children with profound multiple disabilities.
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