Passive Activities: The Effectiveness of Multisensory Environments on the Level of Activity of Individuals with Profound Multiple Disabilities

Journal of Applied Research in Intellectual Disabilities

Volumn 16, Issue 2, 2003, Pages 135-143

  Vlaskamp, Carla ^a   De Geeter, Karin I ^a   Huijsmans, Liselot M ^a   Smit, Inge H ^a  

^a UNIVERSITY OF GRONINGEN   (Netherlands)

Author keywords

Day services; Effectiveness of activities; Multisensory environment; Profound multiple disability

Indexed keywords

EID: 1842587458     PISSN: 13602322     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1468-3148.2003.00156.x     Document Type: Article

References (38)

1. Ashby M., Lindsay W. R., Pitcaithly D., Broxholme S. & Geelen N. (1995) Snoezelen: its effects on concentration and responsiveness in people with profound multiple handicaps. British Journal of Occupational Therapy 58 (7), 303-306.
2. Bambara L. M., Ager C. & Koger F. (1994) The effects of choice and task preference on the work performance of adults with severe disabilities. Journal of Applied Behaviour Analysis 27, 555-556.
3. Böhmer C. J. M., Niezen-de Boer M. C., Klinkenberg-Knol E. C., Devillé W. L. J. M., Nadorp J. H. S. M. & Meuwissen S. G. M. (1999) The prevalance of gastro-oesophageal reflux disease in institutionalized intellectually disabled individuals. American Journal on Gastroenterology 94, 804-810.
4. Bozic N. (1997) Constructing the room: multi-sensory rooms in educational contexts. European Journal of Special Needs Education 12 (1), 54-70.
5. Cuvo A. J., May M. E. & Post T. M. (2001) Effects of living room, Snoezelen room, and outdoor activities on Stereotypie behaviour and engagement by adults with profound mental retardation. Research in Developmental Disabilities 22 (3), 183-204.
6. Fisher W., Piazza C., Bowman L. G., Hagopian L. P., Owens J. C. & Slevin I. (1992) A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behaviour Analysis 25, 491-498.
7. Gallaher M. & Balson M. (1994) Snoezelen in education. In: Sensations and Disability: Sensory Environments for Leisure, Snoezelen, Education and Therapy (R. Hutchinson & J. Kewin, eds). Rompa, Chesterfield.
8. Green C. W., Gardner S. M., Canipe V. S. & Reid D. H. (1994) Analyzing alertness among people with profound multiple disabilities: implications for provision of training. Journal of Applied Behaviour Analysis 27 (3), 519-531.
9. Guess D.; Mulligan-Ault M., Roberts S., Struth J., Siegel-Causey E., Thompson B., Bronicki G. J. B. & Guy B. (1988) Implications of biobehavioral states for the education and treatment of students with the most profoundly handicapping conditions. Journal of the Association for Persons with Severe Handicaps 13,163-174.
10. Guess D. & Siegel-Causey D. (1995) Attractor dimensions of behaviour state changes among individuals with profound disabilities. American Journal on Mental Retardation 99 (6), 642-663.
11. Hirstwood R. & Smith C. (1996) Developing competencies in multi-sensory rooms. In: Learning Through Interaction: Techonology and Children with Multiple Disabilities (eds N.Bozic & H.Murdoch). David Fulton Publishers, London.
12. Hogg J., Cavet J., Lambe L. & Smeddle M. (2000) The use of 'Snoezelen' as multisensory stimulation with people with intellectual disabilities: a review of the research. Research in Developmental Disabilities 22 (5), 353-327.
13. Houghton S., Douglas G., Brigg J., Langsford S., Powell L., West J., Chapman A. & Kellner R. (1998) An Empirical Evaluation of an Interactive Multisensory Environment for Children with Disability. Journal of Intellectual and Developmental Disability 23 (4), 267-78.
14. Hulsegge J. & Verheul A. (1987) Snoezelen, Een Andere Wereld, Een Praktijkboek Voor de Zwakzinnigenzorg. Nijkerk: Intro.
15. Hutchinson R. B. & Haggar L. (1994) The development and evaluation of a snoezelen leisure resource for people with severe multiple disability. In: Sensations and Disability: Sensory Environments for Leisure, Snoezelen, Education and Therapy (eds R. Hutchinson & J. Kewin). Rompa, Chesterfield.
16. Inspectie voor de Gezondheidszorg (2000) Ernstig Meervoudig Gehandicapt en Dán? Een Onderzoek naar de Kwaliteit van Zorg voor Mensen met Meervoudige Complexe Handicaps. IgZ, Den Haag.
17. Kennedy C. H. & Haring T. G. (1993) Teaching choice making during social interactions to students with profound multiple disabilities. Journal of Applied Behaviour Analysis 26, 63-76.
18. Kewin J. (1994) Sensory environments - a management perspective. In: Sensations and Disability: Sensory Environments for Leisure, Snoezelen, Education and Therapy (eds R. Hutchinson & J. Kewin). Rompa, Chesterfield.
19. Koedoot P. (2000) Dagbesteding in de Peiling. De Tweede Meting. Trimbos-Instiruut, Utrecht.
20. Lancioni G. E., O'Reilly M. F. & Emerson E. (1996) A review of choice research with people with severe and profound developmental disabilities. Research in Developmental Disabilities 17, 391-411.
21. Lindsay W. R., Black E. & Broxholme S. (2001) Effects of four therapy procedures on communication in people with profound intellectual disabilities. Journal of Applied Research in Developmental Disabilities 14, 110-119.
22. Lohrmann-O'Rourke S. & Browder D. M. (1998) Empirically based methods to assess the preferences of individuals with severe disabilities. American Journal on Mental Retardation 103, 146-161.
23. Long A. P. & Haig L. (1992) How do clients benefit from snoezelen? An exploratory study. British Journal of Occupational Therapy 55 (3), 103-106.
24. Martin N. T., Gaffan E. A. & Williams T. (1998) Behavioral effects of long-term multi-sensory stimulation. British Journal of Clinical Psychology 37, 69-82.
25. Melberg M. & Jansson G. (1994) Balders Hus (The house of Balder) the old house with the new ideas. In: Sensations and Disability: Sensory Environments for Leisure, Snoezelen, Education and Therapy (eds R. Hutchinson & J. Kewin). Rompa, Chesterfield.
26. Mount H. & Cavet J. (1995) Multi-sensory environments: an exploration of their potential for young people with profound and multiple learning difficulties. British Journal of Special Education 22 (2), 52-55.
27. Murphy M. J, & Harrop A. (1994) Observer error in the use of momentary time sampling and partial interval recording. British Journal of Psychology 85, 169-179.
28. Orr R. (1993) Life beyond the room? Eye Contact 6, 25-26.
29. Pagliano P. J. (1998) The multi-sensory environment: an open-minded space. British Journal of Visual Impairment 16 (3), 105-109.
30. Pagliano P. J. (1999) Multisensory Environments. David Fulton Publishers, London.
31. Powell J., Martindale A. & Kulp S. (1975) An evaluation of time-sample measures of behaviour. Journal of Applied Behaviour Analysis 8, 463-469.
32. Powell J., Martindale A., Kulp S., Martindale A. & Bauman R. (1977) Taking a closer look: time sampling and measurement error. Journal of Applied Behaviour Analysis 10 (2), 325-332.
33. Saudargas R. A. & Zanolli K. (1990) Momentary time sampling as an estimate of percentage time: a field validation. Journal of Applied Behaviour Analysis 23 (4), 533-537.
34. Shapiro M., Parush S., Green M. & Roth D. (1997) The efficacy of the snoezelen in the management of children with mental retardation who exhibit maladaptive behaviors. British Journal of Developmental Disabilities 43 (2), 140-155.
35. Smith R. G., Iwata B. A. & Shore B. A. (1995) Effects of subject-versus experimenter-selected reinforcers on the behaviour of individuals with profound developmental disabilities. Journal of Applied Behaviour Analysis 28, 61-71.
36. Terry P. A. & Hong C. S. (1998) People with learning disabilities and multisensory environments. British Journal of Therapy and Rehabilitation 5, 630-633.
37. Vlaskamp C. & Nakken H. (1999) Missing in execution. Therapies and activities for persons with profound multiple disabilities. The British Journal of Developmental Disabilities 45 (2), 99-109.
38. Wohlfahrt A. (1991) Zur Wirkung Des Snoezelens bei Schwer Geistigbehinderten - Dargestellt an Einem Fallbeispiel Köln: Heilpädagogische Fakultät der Universität u Köln, seminar für Geistigbehindertenpädagogik.