The term profound/multiple disabilities (PMD) refers to conditions in which the person has a severe to profound intellectual disability plus severe physical impairments. As well, such individuals also often have co-morbid vision and/or hearing impairment and chronic health conditions, such as epilepsy. About 0.13% of the school aged population have PMD. Children with PMD often appear to be extremely unresponsive to instruction and indeed even to any type of environmental stimulation. However, children with PMD have been anecdotally reported to show subtle signs of engagement or responsiveness in relation to different activities. A major educational priority for children with PMD is to increase their levels of engagement so that they are then more likely to benefit from instruction. However, one barrier to increasing engagement is the difficulty of determining when a child with PMD is in fact sufficiently alert and engaged. Thus, a major priority for such children is to increase the amount of time that they are alert and actively engaged. This research study examined the extent to which five children with profound/multiple impairments aged 9 – 13 years were reported by carers to indicate engagement and the extent to which these reported indices of responsiveness varied in relation to differing levels of environmental stimulation. Each child was directly observed across three different environmental conditions that varied in terms of the amount and type of stimulation provided. The child's level of engagement/responsiveness under each condition from videotapes. Findings suggested a number of potential indices of engagement/responsiveness did seem to vary reliably and consistently in relation to the amount and type of environmental stimulation being provided. These results suggest that children who appear largely passive and unresponsive might show subtle signs of engagement/responsiveness in response to higher levels of environmental stimulation. The presence of these indicators might signal times when the child is actively engaged and more likely to be responsive to instruction. This project is significant because this approach could point to a reliable, yet practical and easy method for determining the individual with PMD's level of alertness and engagement.
Biography
Doctor Kathleen Tait is a special educator and developmental psychologist. Her area of specialization is assessment and intervention for individuals who have limited or no spoken language. Kathleen has authored 17 book chapters and over 50 journal articles. Her books are on the top ten best seller list of Oxford University Press. Her expertise stems from 25-years-experience in the United Kingdom, Brunei, Hong Kong, Mainland China, and Australia. Kathleen describes her research projects as“practical and applied”as she aims to improve the educational and functional outcomes for individuals with profound multiple disabilities, their families, teachers, and allied health professionals. Kathleen's special interests include functional assessment and the development of communication - especially in the area of prelinguistic behaviours. Kathleen has been awarded: an Australian Postgraduate Research Award at the University of Queensland; a Faculty of Excellence in Teaching Award at the University of Sydney and a Vice Chancellor Excellence in Teaching and Learning Award at Macquarie University. She has one daughter. Kathleen is currently employed as the Academic Program-Director of Post-Graduate Studies in Special Education at Macquarie University, Australia.
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