This study was aimed at teaching three persons with multiple disabilities to carry out functional activities at appropriate times independently. To this end, an electronic time system that produced vibratory alarms at preset times and a board with object-cues (instructions for the activities) were used. Data indicated that all three persons learned to perform the scheduled activities at the preset times independent of prompts from staff. Implications of the data and the combination of these activities with structured occupational periods were discussed.
Get full access to this article
View all access options for this article.
References
1.
BergW. K.WackerD. P. (1989) Evaluation of tactile prompts with a student who is deaf, blind, and mentally retarded. Journal of Applied Behavior Analysis, 22, 93–99.
2.
GeffkenG.JohnsonS. B.WalkerD. (1986) Behavioral interventions for childhood nocturnal enuresis: the differential effect of bladder capacity on treatment progress and outcome. Health Psychology, 5, 261–272.
3.
GeruschatD. R. (1992) Using the acuity card procedure to assess visual acuity in children with severe and multiple impairments. Journal of Visual Impairment and Blindness, 86, 25–27.
4.
JoffeeE.RikhyeC. H. (1991) Orientation and mobility for students with severe visual and multiple impairments: a new perspective. Journal of Visual Impairment and Blindness, 85, 211–216.
5.
LancioniG. E.BrouwerJ. A.BouterH. P.ConinxF. (1993) Simple technology to promote independent activity engagement in institutionalized people with mental handicap. International Journal of Rehabilitation Research, 16, 235–238.
6.
LancioniG. E.OlivaD.BracalenteS. (1995) An acoustic orientation system to promote independent indoor travel in blind persons with severe mental retardation. Perceptual and Motor Skills, 80, 747–754.
7.
MorseT. E.SchusterJ. W. (2000) Teaching elementary students with moderate intellectual disabilities how to shop for groceries. Exceptional Children, 66, 273–288.
8.
ReidD. H.ParsonsM. B.GreenC. W. (2001) Evaluating the functional utility of congregate day treatment activities for adults with severe disabilities. American Journal on Mental Retardation, 106. 460–469.
9.
TaylorR. G. (1987) Teaching a severely handicapped deaf-blind young woman to prepare breakfast foods. Journal of Visual Impairment and Blindness, 81, 67–69.
