Abstract
A patient with MD-SMID (medically dependent-SMID) and weak movement attending a school for special needs education ( “A,” 6 years and 10 months old) was given communication support consisting of measures (1) and (2) below. (1) Make efforts to center class activities around activities thought to be preferred by A and develop activities according to A's intentions. (2) Carefully repeat a sequence of actions referred to as the PICDC cycle (1. Pick up a physical movement exhibited by A (pick up); 2. Interpret the meaning of that movement (interpret); 3. Taking A's visual impairment into account, confirm by touching the area of the body picked up (confirm); 4. Develop activities that fit the interpretation (develop); and 5. Check the appropriateness of the interpretation from A's reaction to the activity development (check)). As a result, A's physical movement became more active and expression of intentions was enhanced, leading to the start of communication. Based on these results, we offer a discussion of the ideal form of classes aimed at supporting communication in patients with MD-SMID.
