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Background: This study extended the assessment of a technology-aided orientation program with auditory cues by including 2 participants with multiple disabilities who had difficulties in indoor travel and showed travel-related anxiety behaviours (e.g., calling for help and whimpering). Method: The study was carried out according to a multiple probe design across 2 settings for the first participant and an ABAB design for the second participant. Data collection served to determine whether the orientation technology used during the intervention phases of the study and the postintervention check had a positive impact on the participants' indoor travel and anxiety behaviours. Results: Data showed that both participants learned to travel successfully with the support of the technology. Concomitant with their successful travel, anxiety-related behaviours were eliminated or reduced to minimal levels. Conclusions: Technology-aided orientation programs may be effective for both promoting correct indoor travel and reducing travel-related anxiety behaviours.

This study assessed whether a child with multiple disabilities would endure a difficult (standing) position more easily if allowed to access preferred stimuli while in that position. The study included an ABAB sequence with 2- and 3-mo. postintervention checks. Data showed that self-managed access to preferred stimuli during the B phases of the study and the postintervention checks reduced the child's indices of unhappiness, frowning and crying, while increasing his object contact and smiles as indices of happiness.

Efforts to promote communication in persons with multiple disabilities have largely focused on enabling them to make requests to their immediate caregivers and to exchange text messages or phone calls with distant partners. These two single-case studies extended the research in the latter area. Specifically, Study I targeted text messaging for a woman with visual and motor impairment and mild intellectual disability, teaching her to write her messages via microswitch, virtual keyboard, and word predictor. Study II targeted the use of phone calls for a postcoma adult male with motor impairment and mild to moderate intellectual disabilities, using a technology system that provided him with wide assistance through the process. The results of both studies were quite encouraging, showing an appropriate use of text messaging, including the writing of messages (Study I), and a successful performance of phone calls (Study II). The results were discussed in terms of their general relevance and implications for care and rehabilitation contexts. [ABSTRACT FROM AUTHOR]

These two studies extended the evaluation of technology-aided programs for fostering occupational engagement and mobility in persons with multiple disabilities (i.e., severe to profound intellectual disability and blindness or limited residual vision). In Study I, the program (a) provided auditory cues to guide three adults to various desks, at each of which a simple occupational activity was to be carried out, and (b) ensured preferred stimulation at each of the desks. In Study II, the program (a) provided auditory or visual plus auditory cues to guide two adolescents to gather five objects of a collection at five different desks and put each of them into a container located at a sixth desk, and (b) ensured preferred stimulation at each desk. The results of both studies were largely positive with all participants learning to move from one desk to the next independently to deal with the activities/objects properly. The results were discussed in light of previous evidence in the area and in terms of practical and technical implications for daily intervention with persons with multiple disabilities. [ABSTRACT FROM AUTHOR]