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A conceptual analysis of communicative spontaneity
- Authors:
- CARTER Mark, HOTCHKIS Greg D.
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 27(3), September 2002, pp.168-190.
- Publisher:
- Taylor and Francis
Communicative spontaneity is reported to present a significant problem for individuals with high support needs. Examination of literature addressing communicative spontaneity reveals conceptually opposing views of the phenomenon. Both the binary and the continuum conceptualisations are examined in this paper in specific relation to their logical consistency, explanatory power and limitations. It is argued that the continuum conceptualisation offers much greater explanatory power and facilitates understanding of communicative spontaneity. Several approaches to the operationalisation of the continuum approach are considered and contrasted.
Elicited imitation in children and adults with autism: the effect of different types of actions
- Author:
- BEADLE-BROWN Julie
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 17(1), March 2004, pp.37-48.
- Publisher:
- Wiley
It has been said that an early deficit in imitation, together with a cascade of developmental disorders in emotion sharing and Theory of Mind, could be important in understanding autism. Having already found that imitation appeared not to be specifically or universally impaired in autism, the present study tested whether there were distinctions between different types of actions, such as symbolic versus non-symbolic, one-handed versus two-handed or symmetrical versus asymmetrical actions, on a test of elicited imitation. A large battery of tasks was used to elicit imitation from three groups of autistic children and adults (aged 4-34 years of age), two groups of typically developing children and a group of children with mild-to-moderate intellectual disabilities. The majority of children and adults with autism had few impairments relative to the controls, although certain actions did seem more difficult, especially for the youngest children. For example, actions within the categories of 'symbolic actions' and 'asymmetrical actions' seemed to give some groups more problems. Certain types of errors such as hand reversals and using body parts as objects were found in both autistic and non-autistic groups, but, for the most part, in the youngest children in the whole sample. A final analysis compared the number of partial imitations for eight specific actions. The overall picture was not one of an autism-specific deficit in imitation, but rather of a normal (i.e. age-related) developmental trend.
Creating a responsive environment: for people with profound and multiple learning difficulties
- Author:
- WARE Jean
- Publisher:
- David Fulton
- Publication year:
- 2003
- Pagination:
- 136p.,bibliog.
- Place of publication:
- London
- Edition:
- 2nd
This revised and updated second edition aims to enable teachers and care staff working with people with PMLD in any context to create a positive interactive environment for the people with whom they work. Using information from research and from everyday practice, the author discusses the different aspects of a responsive environment and suggests practical strategies that staff can use to create such an atmosphere.
Passive activities: the effectiveness of multisensory environments on the level of activity of individuals with profound multiple disabilities
- Authors:
- VLASKAMP Carla, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 16(2), June 2003, pp.135-143.
- Publisher:
- Wiley
The use of multisensory environments (MSEs) is perceived to be important for individuals with profound and multiple disabilities, although there is limited research on the efficacy of the procedures. After a search of the literature, numerous positive outcomes of MSEs were described. Our research aimed to determine whether the use of an MSE, when applied to increase the level of alertness and interaction, actually leads to this effect. A total of 15 facilities in the Netherlands and Belgium agreed to participate in the investigation. Information was gathered on the use of MSE by 177 individuals. For 62 persons, an increase of level of activity was the only stated goal. We randomly selected 20 persons out of this group for observation, using momentary time sampling as a means to relate multisensory experiences to the level of alertness and interaction. The results of our study show that in general there is little evidence for an increase in activity levels as a result of MSE. There is, however, a relation between the level of activity and contextual variables. In particular, people with profound multiple disabilities have strong responses towards stimuli provided by members of staff (touching, talking to the person). In general, the living unit is as good a place as the MSE for promoting alertness and interactions. The influence of materials on the level of activity is limited.
You don't know what it's like: finding ways of building relationships with people with severe learning disabilities, autistic spectrum disorder and other impairments
- Authors:
- CALDWELL Phoebe, HOUGHTON Matt
- Publisher:
- Pavilion
- Publication year:
- 2000
- Pagination:
- 117p.
- Place of publication:
- Brighton
Drawing upon her extensive experience, the author illustrates methods of communication and helps readers and staff to set aside their own sense of what ‘reality’ is. This enables them to enter the worlds of others who are struggling to interpret and respond to sets of sensory perceptions different to those we experience in our ‘normal’ world. The key approach in this book is to work creatively, based on an understanding of what a person is experiencing and what it is their behaviour is trying to tell us. The text raises questions about what messages an individual is getting from the world they live in and which of these has meaning for them.
Overcoming mutism in adults with learning disabilities: a case study
- Authors:
- BELL Dorothy M., ESPIE Colin A.
- Journal article citation:
- British Journal of Learning Disabilities, 31(1), 2003, pp.47-53.
- Publisher:
- Wiley
This paper considers the case of a woman of 36 years of age with Down's syndrome who had shown selective mutism for over 14 years, although this had become almost complete mutism for the last 8 years. The case was assessed and the woman was asked if she would be willing to participate in an attempt to reinforce communication and to gradually increase the number of words whispered or spoken in the presence of one person at first - the first author. Nonaversive behavioural methods were used and response initiation procedures were developed. Later, generalization of vocalizations to other people in other environments was encouraged. Sessions were carried out three times a week for about 2 months with rapid success. The woman's quality of life at home and her social interactions at the resource centre were also reported to have improved.
Creating successful dementia care settings volume 2: maximising cognitive and functional abilities
- Authors:
- BRILLER Sherylyn, et al
- Publisher:
- Health Professions Press
- Publication year:
- 2001
- Pagination:
- 201p.,bibliog.
- Place of publication:
- Baltimore, MD
Examines the critical features of formal care settings that either support people with dementia or create unmanageable barriers to their ability to function successfully. This volume demonstrates how to avoid unnecessary helplessness. Simple changes to the facility environment can help to support remaining skills. Step by step processes are identified.
Challenging behaviour and cerebral palsy
- Author:
- PIMM Paul
- Publisher:
- SCOPE
- Publication year:
- 1997
- Pagination:
- 27p.bibliog.
- Place of publication:
- London
This booklet is a basic introduction with a view to providing a greater understanding of challenging behaviour particularly as it relates to adults with cerebral palsy. Some broad strategies for managing challenging behaviour are discussed. Contents include: personal risk factors in cerebral palsy; reasons for challenging behaviour; management of challenging behaviour in cerebral palsy; post assessment; some key learning points; the pharmacological approach.