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Cameron R. Siegal – Journal of General Music Education, 2025
Of individuals with an intellectual disability, 1% are recognized as having a profound intellectual disability and commonly present at a mental age of roughly three years or below. While inclusive music education models and therapeutic models have received considerable attention, there is a scarcity of literature on music education for students…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Students with Disabilities, Music Education
Sarah Ivy; Mary Frances Hanline; Audrey Robbins – Young Exceptional Children, 2024
The purpose of this article is to describe procedures for a team approach to implementing a tangible symbol communication system (TSCS) to support communication skill development of young children with multiple/severe disabilities (MSD). The authors suggest that implementation of a TSCS is a process that includes (a) assessment of child…
Descriptors: Young Children, Multiple Disabilities, Severe Disabilities, Augmentative and Alternative Communication
Christine Holyfield; Elizabeth Lorah – Journal of Developmental and Physical Disabilities, 2023
The purpose of this study was to evaluate the effect of two AAC technologies on indices of happiness for school-age children with multiple disabilities during interactions with their school speech-language pathologists. The study applied a post host secondary analysis of a previously completed single-subject alternating treatment design study…
Descriptors: Children, Multiple Disabilities, Augmentative and Alternative Communication, Assistive Technology
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
Audrey E. Robbins – ProQuest LLC, 2022
A qualitative study was conducted to identify the beliefs and attitudes of preservice special education teachers regarding teaching use of tangible symbols for students with multiple disabilities. Using tangible symbols is a promising practice with an emerging evidence base that supports communication development for students with complex…
Descriptors: Preservice Teachers, Teacher Attitudes, Attitudes toward Disabilities, Students with Disabilities
Sutter, Chevonne; Demchak, MaryAnn – Education and Training in Autism and Developmental Disabilities, 2023
The present study evaluated a systematic instructional package including the system of least prompts (SLP) to teach differentiation and selection of tangible symbols to continue activities for two children with complex support needs and deafblindness (DB). A multiple probe design across three symbols was used to evaluate the intervention package…
Descriptors: Deaf Blind, Students with Disabilities, Teaching Methods, Intervention
Herbert, Morgan E.; Brock, Matthew E.; Barczak, Mary A.; Anderson, Eric J. – Research and Practice for Persons with Severe Disabilities, 2020
Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe…
Descriptors: High School Students, Severe Disabilities, Peer Relationship, Social Networks
Walker, Virginia L.; DeSpain, Stephanie N.; Thompson, James R. – Exceptionality, 2019
The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide…
Descriptors: Learning Modules, Online Courses, Educational Technology, Technology Uses in Education