Felix Billingsley | PubMed Health

PubMed2004

Assistive technology programming for a young child with profound disabilities: a single-subject study.

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.

Blindness, Cortical↗

PubMedDate not supplied

The effects of peer-play level on initiations and responses of preschool children with delayed play skills.

The potential impact of peer-play opportunities on the overall development of young children has been well-documented in the social development, occupational therapy, and special education literature. However, the effect of peer characteristics on the manifestation and facilitation of specific types of play roles and behaviors has received little attention. This topic is of key importance to occupational therapists who are striving to develop interventions that enhance the development of social participation and play in preschool children. The purpose of this study was to examine the differences in initiation and response exhibited by preschool-aged children with social-play delays when participating in free-play dyads with peers of differing developmental levels. A single-subject alternating treatments design was replicated across five preschool-aged children with developmental play delays. Each child was paired with one peer who had lower developmental play skills and one peer who had higher developmental play skills. The arranged dyads were given the opportunity to play together in a specially designed playroom at their school. Their interactions were videotaped and later coded. All five children generally showed more initiation and response to initiation during play with higher-level peers, although one participant showed less differentiation for initiation than the other four children. An occupational therapist working with a preschool child with play delays and wanting to facilitate the child's initiation and response in play situations should consider pairing the child with play delays with a child who has higher play skills.

Child Behavior↗