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For people with severe/profound and multiple¡ disabilities, managing the basic necessities of daily life often poses myriad challenges. Despite great odds, advances in assistive technology are making a difference in these individuals' lives. Advances in microswitches, voice outcome communication aids, and computer-based systems are creating new opportunities for living independently, improving basic life skills, and reducing problem behaviors among individuals with combined motor, sensory, and intellectual disabilities. This unique volume examines how education and rehabilitation can improve the lives of even those individuals most affected by severe/profound and multiple disabilities. Interventions currently in use and in experimental stages are surveyed in terms of how they work and their applicability to clients with various needs. In addition, it examines the characteristics of developmentally disabled populations and offers guidelines for choosing suitable technologies. It presents empirical evidence on the advances in improving interaction with caregivers, control of the home environment, handling self-care tasks, and other core skills. Assistive Technology examines interventions that are innovative, respectful of the dignity of clients, and practical for ongoing use, including: - Microswitches in habilitation programs. - Speech-generating devices for communication and social development. - Instructional technology for promoting academic, work, and leisure skills. - Assistive technology for promoting ambulation. - Orientation systems for promoting movement indoors. - Assistive technology for reducing problem behaviors. A state-of-the-art guide to a growing field, Assistive Technology is an invaluable resource for researchers, clinicians, graduate students as well as clinicians and allied professionals in developmental psychology, rehabilitation and rehabilitative medicine, learning and instruction, occupational therapy, speech-language pathology, and educational technology.

AbstractTreatment and care of people with severe and profound learning disability have received a great deal of attention during the last two decades. One issue attracting particular research interest has been the definition of procedures for promoting independent activity engagement (i.e. activity engagement independent of staff supervision). The present paper reviews six procedures: (1) task/contingencies fading; (2) automatic prompting; (3) use of reactive objects and electrical switches; (4) pictorial, tactile or auditory cues handled by the subjects; (5) computer‐aided programmes presenting instructions, reinforcement and corrective feedback; and (6) employment of peer caregivers.

The familiar image of the disabled tends to emphasize their limitations and reduced quality of life. However, many people with cognitive, motor, and other difficulties also have the capacity to enhance their social interactions, leisure pursuits and daily activities with the aid of assistive technology. Assistive devices from the simple to the sophisticated, have become essential to intervention programs for this population. And not surprisingly the numbers of devices available are growing steadily. Assistive Technologies for People with Diverse Abilities offers expert analysis of pertinent issues coupled with practical discussion of solutions for effective support. Its comprehensive literature review describes current and emerging devices and presents evidence-based guidelines for matching promising technologies to individuals.

Background  Food preparation skills are considered very relevant for people with intellectual disabilities. This paper reviewed research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies.Methods  Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards.Results  The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.

ABSTRACTDuring the last few years, great concern has been expressed about the use of aversive procedures for reducing deviant behaviours in people with developmental disorders. Given this situation, the role of non‐aversive and mildly aversive procedures has become increasingly relevant. This paper is an attempt to review these procedures with regard to their outcomes, the characteristics of the people treated, and the deviant behaviours involved. The review is based on studies published during the last 15 years which have reported individual data.

AbstractThe purpose of the present paper was to review research studies of faecal soiling (not linked to anatomical anomalies) in people with intellectual disabilities. The research studies were identified through: (1) computerized searches of the PSYCLIT and MEDICAL EXPRESS databases for journal articles published between 1975 and 2000; and (2) a hand search of the reference lists of the articles found through the computerized process. Twenty‐one studies were reviewed: 13 dealt with the treatment of non‐retentive faecal soiling (i.e. soiling occurring in the absence of constipation); and eight were on retentive faecal soiling (i.e. soiling occurring in the presence of constipation). Treatment and follow‐up data tended to be fairly encouraging, with clear performance changes. An analysis of the results, in relation to the treatment conditions and designs of the studies, underlined several procedural and practical questions. Possible research initiatives to clarify those questions are presented.