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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
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 We systematically reviewed published and unpublished single-case PECS studies for details about the percentage of participants…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
Peltomäki, Satu; Pirttimaa, Raija; Pyhältö, Kirsi; Kontu, Elina K. – Education Sciences, 2021
The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils--most of whom have profound intellectual and multiple disabilities (PIMD)--who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting…
Descriptors: Goal Orientation, Severe Intellectual Disability, Multiple Disabilities, Curriculum Development
Ivy, Sarah E.; Hatton, Deborah D.; Wehby, Joseph H. – Research and Practice for Persons with Severe Disabilities, 2018
Children's skill level in using a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake, which has important implications for health and self-determination. Children with severe multiple disabilities, including cognitive and visual impairment (VI), require intensive instruction to…
Descriptors: Severe Disabilities, Multiple Disabilities, Severe Intellectual Disability, Visual Impairments
Lappa, Christina; Mantzikos, Constantinos – Online Submission, 2019
Few studies have been conducted in Greece, which focus on the education of children with multiple disabilities (motor and intellectual disabilities, ID). Four children between the ages 9 and 15 with multiple disabilities (motor and ID) were selected to be taught social skills. The aim of this qualitative study was to provide training with regard…
Descriptors: Teaching Methods, Interpersonal Competence, Small Group Instruction, Children
Eldeniz Çetin, Müzeyyen; Safak, Pinar – Educational Research and Reviews, 2017
The general purpose of the present study is to determine the relationship between direct and indirect preference assessments of individuals with severe and multiple disabilities (SMD) and the relationship between the direct preference assessments (single-stimulus, paired-stimulus, and multiple-stimulus) as applied to individuals with SMD, and to…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Correlation, Preferences