Use of microswitches and speech output systems with people with severe/profound intellectual or multiple disabilities: A literature review

Research in Developmental Disabilities

Volumn 22, Issue 1, 2001, Pages 21-40

  Lancioni, Giulio E ^a   O'Reilly, Mark F ^b   Basili, Gabriella ^c  

^a LEIDEN UNIVERSITY   (Netherlands)

^b UNIVERSITY COLLEGE DUBLIN   (Ireland)

^c Senigallia General Hospital   (Italy)

Author keywords

[No Author keywords available]

Indexed keywords

ADAPTATION; ADOLESCENT; ADULT; BEHAVIOR; CHILD; DISABILITY; HUMAN; INTELLECTUAL IMPAIRMENT; REINFORCEMENT; SHORT SURVEY; SOCIAL INTERACTION; SOCIAL ISOLATION; SPEECH; STIMULATION; VERBALIZATION;

EID: 0035140926     PISSN: 08914222     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0891-4222(00)00064-0     Document Type: Article

References (92)

1. Symbol vocabulary and the focus of conversations; augmenting language development for youth with mental retardation
2. If reliance on epidemiology were to become epidemic, we would need to assess its social validity
3. Augmentative communication and vocational rehabilitation
4. Technology intervention for very young children with disabilities
5. Making the world work with microcomputers
6. The use of communication boards in a residential setting
7. Homemade switches and toy adaptation for early training with nonspeaking persons
8. Using microswitches to teach toy use
9. Computerized assessment of preference for severely handicapped individuals
10. Computerized assessment of leisure preferences; a replication
11. Facilitating conversation through self-initiated augmentative communication treatment
12. An application of leisure preference assessment protocol for persons with severe handicaps
13. Sensory reinforcement of head turning with nonambulatory, profoundly mentally retarded persons
14. Functional communication training using assistive devices; effects on challenging behavior and affect
15. Functional communication training using assistive devices; recruiting natural communities of reinforcement
16. Integrated communication and literacy instruction for a child with multiple disabilities
17. Baby-babble-blanket; infant interface with automatic data collection
18. The application of an automated system for the assessment of profoundly mentally handicapped children
19. The effect of switch control site on computer skills of infants and toddlers
20. Increasing indices of happiness among people with profound multiple disabilities; a program replication and component analysis
21. A comprehensive evaluation of a train-the-trainers model for training education staff to assemble adaptive switches
22. Response acquisition for music or beverages in adults with profound multiple handicaps
23. An analysis of response-contingent learning experiences for young children
24. Electronic augmentative communication aids for the nonreading student; selection criteria
25. Comparison of unimodal and multimodal AAC techniques for children with intellectual disabilities
26. Current limits to reinforcement identification for some persons with profound multiple disabilities
27. Teaching choice making during social interactions to students with profound multiple disabilities
28. Applications of technology for infants, toddlers, and preschoolers with disabilities
29. Studies of sensory reinforcement
30. Outcome of recommendations for augmentative communication in children
31. Infant operant conditioning and its implications for early intervention
32. Procedures for promoting independent activity in people with severe and profound learning disability; a brief review
33. A robot to provide multihandicapped blind persons with physical guidance and activity choices
34. Building choice opportunities within a robot-assisted occupational program; a case study
35. Ambulation, object manipulation, and multiple disabilities; extending the applicability of a robot
36. A developmental approach to the use of toys for facilitation of environmental control
37. Assessment of reinforcer preference in multi-handicapped students
38. A computer-supported communication approach for a child with severe communication, visual, and cognitive impairments; a case study
39. Epilogue
40. Teaching a child with multiple disabilities to use a tactile augmentative communication device
41. Reduction of hand mouthing by a boy with profound mental retardation
42. Increasing functional use of an assistive communication device by a student with severe disabilities
43. Combination audio/visual self-prompting system for teaching chained tasks to students with intellectual disabilities
44. Adaptive technology; unleashing the power of technology for all students
45. Unique contributions of microcomputers to language intervention with handicapped children
46. Communication options for persons with severe and profound disabilities; state of the art and future directions
47. Computerized symbol processors for individuals with severe communication disabilities
48. Assessing the influence of augmentative and alternative communication devices on families of young children with disabilities
49. Augmentative and alternative communication (AAC) assessment and prescriptive practices for young children with disabilities; preliminary examination of state practices
50. Assistive technology devices and services
51. Assisting children and families who use augmentative and alternative communication (AAC) devices; best practices for school psychologists
52. Microswitches and adaptive equipment for severely impaired students
53. Assistive technology and adults with learning disabilities; a blueprint for exploration and advancement
54. Evaluating the use of adapted leisure materials on the engagement of persons who are profoundly, multiply handicapped
55. The effects of making choices on engagement levels with persons who are profoundly multiply handicapped
56. Adapted leisure material vs. standard leisure material; evaluating several aspects of programming for persons who are profoundly handicapped
57. Teaching persons with profound multiple handicaps; a review of the effects of behavioral research
58. An analogue evaluation of environmental enrichment; the role of stimulus preference
59. Communication patterns of youth with mental retardation with and without their speech-output communication devices
60. Adult-directed communications of youth with mental retardation using the system for augmenting language
61. Peer-directed communicative interactions of augmented language learners with mental retardation
62. Sensory reinforcement; effects of response-contingent vestibular stimulation on multiply handicapped children
63. Effects of a voice output communication aid on interactions between support personnel and an individual with multiple disabilities
64. Acquisition and functional use of voice output communication by persons with profound multiple disabilities
65. Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching
66. The effects of speech output technology in the learning of graphic symbols
67. Issues in augmentative and alternative communication in child psychiatry
68. Project FACTT; meeting the communication needs of children with severe developmental disabilities
69. An analysis of reinforcer substitutability using object manipulation and self-injury as competing responses
70. Selecting augmentative communication devices for persons with severe disabilities; some factors for educational teams to consider
71. Components of reinforcement for attention signal switch activation
72. Teaching specific requests; a comparative analysis on skill acquisition and preference using two augmentative and alternative communication aids
73. Pictures as communication symbols for students with severe intellectual disability
74. Toy control program evaluation
75. Fostering environmental control in a young child with Rett syndrome; a case study
76. Contingency intervention; a program portrait
77. Contingency, means-end skills, and the use of technology in infant intervention
78. A switch for education; utilizing simplified microswitch technology
79. Evaluation of reinforcer preferences for profoundly handicapped students
80. Training students with profound or multiple handicaps to make requests via microswitches
81. National survey of the use of assistive technology by adults with mental retardation
82. Emergence of visual-graphic symbol combinations by youth with moderate or severe mental retardation
83. Case study; adapting a TV/VCR control for a person with severe developmental disability
84. Social validity; the case for subjective measurement or how applied behavior analysis is finding its heart
85. A decision-making process for using microswitches