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Jean Ware; Susan Buell; Darren D. Chadwick; Jill Bradshaw; Juliet Goldbart – Journal of Applied Research in Intellectual Disabilities, 2024
Introduction: This paper aims to identify to what extent staff training interventions are successful in enhancing the development of communication skills in people with profound intellectual and multiple disabilities. Methods: A systematic review was undertaken, conforming to PRISMA guidelines. English language, peer reviewed, empirical studies of…
Descriptors: Children, Adults, Intellectual Disability, Severe Disabilities
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Linn Johnels; Helena Wandin; Shakila Dada; Jenny Wilder – British Journal of Learning Disabilities, 2024
Background: Interactive engagement, specifically attention and initiation, are considered important skills for facilitating development and learning in students with severe/profound intellectual and multiple disabilities. Prior research has suggested that music therapy and multisensory storytelling are two promising interventions for supporting…
Descriptors: Students with Disabilities, Severe Intellectual Disability, Multiple Disabilities, Music Therapy
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Lindsay Bly; Maureen McBeth; Ibukun Olagunju; Heather Hirst; Dani Block; Frank Bird; James K. Luiselli – Journal of Intellectual & Developmental Disability, 2024
Background: Some adults with intellectual disabilities do not acquire oral feeding skills and are dependent on gastrostomy tube supplementation. Methods: Two adults with intellectual and multiple disabilities received intervention for oral consumption during daily meals (standardised food and liquid quantities, individualised procedural…
Descriptors: Adults, Intellectual Disability, Nutrition, Multiple Disabilities
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Linn Johnels; Jenny Wilder; Simo Vehmas – Journal of Research in Special Educational Needs, 2024
The feasibility of a pedagogical approach--MultiSensory Music Drama (MSMD)--was investigated in collaboration with a teacher and a student with severe/profound intellectual and multiple disabilities (S/PIMD). Educational research for this group of learners is scarce, but research has suggested the potential of integrating music and multisensory…
Descriptors: Music Education, Drama, Multisensory Learning, Students with Disabilities
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Heather J. Forbes; Jason C. Travers; Jenee Vickers Johnson – Augmentative and Alternative Communication, 2024
The Picture Exchange Communication System (PECS) is a popular augmentative and alternative communication intervention for individuals with developmental disabilities that includes six, sequential phases of instruction. We systematically reviewed published and unpublished single-case PECS studies for details about the percentage of participants…
Descriptors: Augmentative and Alternative Communication, Developmental Disabilities, Pictorial Stimuli, Program Effectiveness
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Gemma Testerink; Annet ten Brug; Gerdine Douma; Annette van der Putten – Journal of Applied Research in Intellectual Disabilities, 2024
Background: Snoezelen is often used for people with profound intellectual and multiple disabilities, but scarcely evaluated. This study aimed to provide insight into the application and perceived effects of snoezelen from the perspective of support persons. Method: We conducted an international survey with professionals (n = 130) and relatives (n…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Program Effectiveness, Professional Personnel
Tara McCarty – ProQuest LLC, 2023
Students with multiple disabilities (MD) and concomitant impairments in domains such as vision and communication may experience restrictions in social interactions throughout their school days. These restrictions may be due in part to the intrinsic characteristics and skills of the students with MD, as well as potential barriers from communication…
Descriptors: Students with Disabilities, Multiple Disabilities, Comorbidity, Visual Impairments
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Lancioni, Giulio E.; Singh, Nirbhay N.; O'Reilly, Mark F.; Sigafoos, Jeff; Alberti, Gloria; Campodonico, Francesca; Acquaviva, Giusy; Chiariello, Valeria; Desideri, Lorenzo – International Journal of Developmental Disabilities, 2022
Objectives: The present study evaluated a new smartphone-based program to help 12 participants with intellectual disability plus visual and motor impairments to self-regulate their stimulation input (thus avoiding their dependence on staff) through simple non-verbal responses. Method: Nonconcurrent multiple baseline designs across participants…
Descriptors: Telecommunications, Handheld Devices, Visual Impairments, Physical Disabilities
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Trausch, Kelsey J.; Brock, Matthew E.; Anderson, Eric J. – Remedial and Special Education, 2022
Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator…
Descriptors: Paraprofessional School Personnel, Elementary School Students, Multiple Disabilities, Training
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Johnson, Jenee Vickers; Travers, Jason C.; Forbes, Heather J.; Zimmerman, Kathleen – Education and Training in Autism and Developmental Disabilities, 2021
Approximately 50 years of research on rapid toilet training (RTT) first used by Azrin and Foxx (1971) indicates RTT is effective for teaching individuals with intellectual and developmental disabilities (IDD) independent toileting routines. Professionals focused on toilet training may be familiar with RTT procedures but be less informed about the…
Descriptors: Autism, Pervasive Developmental Disorders, Toilet Training, Intellectual Disability
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Flink, Anna Rensfeldt; Broberg, Malin; Strid, Karin; Thunberg, Gunilla; Johnels, Jakob Åsberg – International Journal of Developmental Disabilities, 2023
There is limited research targeting communication interventions for children with severe/profound intellectual and multiple disabilities. This study addressed outcomes from a communication course for parents of children with severe/profound intellectual and multiple disabilities and follows up on a previous publication by Rensfeldt Flink et al.…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Interpersonal Communication, Parent Child Relationship
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Rensfeldt Flink, Anna; Åsberg Johnels, Jakob; Broberg, Malin; Thunberg, Gunilla – International Journal of Developmental Disabilities, 2022
The overall aim was to examine participants' perceptions of a communication course as held for parents of children with profound intellectual and multiple disabilities. The course curriculum included responsive strategies and augmentative and alternative communication. The research questions addressed the favourability, changes in parents' or…
Descriptors: Parent Education, Parent Attitudes, Severe Intellectual Disability, Multiple Disabilities
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Rushton, Rosie; Kossyvaki, Lila; Terlektsi, Emmanouela – Journal of Intellectual Disabilities, 2023
Music is motivational, accessible and engaging for individuals with learning disabilities. Several systematic reviews have addressed the effects of music activity on people with learning disabilities; however, none has specifically reviewed the use of musical activity with people with profound and multiple learning disabilities. This review aimed…
Descriptors: Music, Evidence Based Practice, Music Activities, Program Effectiveness
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Holyfield, Christine; Caron, Jessica; Lorah, Elizabeth; Norton, Bailey – Language, Speech, and Hearing Services in Schools, 2023
Purpose: Students with multiple disabilities who are beginning communicators require augmentative and alternative communication (AAC) to communicate during school and participate in its academic and social aspects. Triadic gaze is a method for accessing low-tech AAC that minimizes physical demands on access for students with limited mobility, such…
Descriptors: Students with Disabilities, Multiple Disabilities, Augmentative and Alternative Communication, Program Effectiveness
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Drew, Christine M.; Wei, Qi; Crowe, Becky; Machalicek, Wendy; Byrd, Tamara – Education and Training in Autism and Developmental Disabilities, 2022
Individuals with intellectual and developmental disabilities have increased risk for developing challenging behavior. One particularly dangerous topography of challenging behavior is rapid eating. Rapid eating can lead to increased risk for choking and obesity as well as negatively impact social interactions during mealtimes (Anglesea et al.,…
Descriptors: Eating Disorders, Adolescents, Autism Spectrum Disorders, Intellectual Disability
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