Multiply Handicapped Research Articles

Clinically Adapted Instruments for the Multiply Handicapped: A Source-book

Clinically Adapted Instruments for the Multiply Handicapped: A Source-book

Roller Skating for Multiply Handicapped Students

Roller Skating for Multiply Handicapped Students

MULTIPLY HANDICAPPED CHILDREN: an attempt to look at their education and to suggest a more structured approach

MULTIPLY HANDICAPPED CHILDREN: an attempt to look at their education and to suggest a more structured approach

Classical Conditioning of Profoundly Retarded, Multiply Handicapped Children

A classical conditioning procedure was used with five profoundly retarded children with multiple handicaps in order to investigate basic learning processes in such children. Their chronological ages ranged from 48 to 108 months and their mental ages from 0 to 5.5 months. The procedure used a sound as the conditioned stimulus, a puff of air to the cornea as the unconditioned stimulus, and eye-blink as the conditioned response. Conditioning was established for the two most developmentally advanced children, and the intermediate pair showed different patterns of orienting response to the conditioned stimulus but no evidence of conditioning. The fifth and most developmentally delayed child did not respond to the stimuli. The extent to which these results can be generalised to the conditioning of profoundly retarded, multiply handicapped children is discussed.

A Survey of Multiply Handicapped Blind Children in the West Midlands Health Region

A Survey of Multiply Handicapped Blind Children in the West Midlands Health Region

A SENSORIMOTOR PROGRAMME FOR PROFOUNDLY AND SEVERELY MULTIPLY HANDICAPPED CHILDREN IN AN INSTITUTIONAL SETTING

Australian Occupational Therapy JournalVolume 26, Issue 4 p. 178-181 A SENSORIMOTOR PROGRAMME FOR PROFOUNDLY AND SEVERELY MULTIPLY HANDICAPPED CHILDREN IN AN INSTITUTIONAL SETTING Sue Behan, Sue Behan Bachelor of Occupational Therapy (Qld)., Mothercraft Nursing Certificate (Melb.). Research Assistant, Health Research Team, School of Australian Environmental Studies, Griffith University, Nathan, 4111Search for more papers by this author Sue Behan, Sue Behan Bachelor of Occupational Therapy (Qld)., Mothercraft Nursing Certificate (Melb.). Research Assistant, Health Research Team, School of Australian Environmental Studies, Griffith University, Nathan, 4111Search for more papers by this author First published: October‐December 1979 https://doi.org/10.1111/j.1440-1630.1979.tb00719.xCitations: 1 Occupational Therapist, W. R. Black Handicapped Children's Centre, 7 Laurel Avenue, Chelmer, 4068 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume26, Issue4October‐December 1979Pages 178-181 RelatedInformation

Impedance and Otoscopy Screening of Multiply Handicapped Children in School

Seventy-nine physically handicapped, mentally retarded school children were screened with impedance audiometry, followed by otoscopy performed by an otolaryngologist. These procedures provide a method for the identification of possible communicatively handicapping middle-ear abnormalities in a difficult-to-test school population. Results indicated that the presence of middle-ear abnormalities increased as the degree of retardation increased and age decreased. Furthermore, as the degree of physical involvement increased, the presence of suspected middle-ear pathology increased.

Meeting the O & M Needs of the Multiply Handicapped Blind Individual

Meeting the O & M Needs of the Multiply Handicapped Blind Individual

Life-Time Program for Deaf-Blind and Other Multiply Handicapped Persons

Life-Time Program for Deaf-Blind and Other Multiply Handicapped Persons

Integrating the Care of Multiply Handicapped Children

Dr. Bleck had prepared (at Ronnie Mac Keith's request) this report on the 1977 Durham meeting. Ronnie had for many years organised one large (for him, a large meeting consisted of 80 people) and several small study groups (20 to 30 people) each year. Durham was his last ‘large’ meeting. Having set up the conference, Ronnie regarded himself as one of the participants; he would never make an announcement and he wanted the participants to run their own meeting: he was simply the perfect host.

Hey, Don't Forget about me! Education's Investment in the Severely, Profoundly, and Multiply Handicapped

Hey, Don't Forget about me! Education's Investment in the Severely, Profoundly, and Multiply Handicapped

Teaching Trainable Level Multiply Handicapped Students to Use Picture Cues, Context Cues, and Initial Consonant Sounds to Determine the Labels of Unknown Words

A detailed curriculum for teaching handicapped students word attack skills is presented. The specific word attack skills of picture clues, context clues, and initial consonant sounds are broken into small, teachable components with specific instructional procedures for each teaching objective. Data on three children who completed the program are presented.

A Training Program with Multiply Handicapped Adolescents

(1977). A Training Program with Multiply Handicapped Adolescents. Australian Journal of Mental Retardation: Vol. 4, No. 7, pp. 21-23.

Documenting Change in Young Multiply Handicapped Children in a Rehabilitation Center 1

A system was developed to document changes in young multiply handicapped children attending an inpatient, intensive educational program in a rehabilitation center. Twenty children ranging in age from 18 to 36 months (on admission) served as subjects for this study. The primary source of data was anecdotal records written by the children's teachers. Logs were coded and analyzed for behaviors in eight dimensions (interaction with materials, social interaction, awareness of environment, expressive language, affect, gross motor skills, fine motor skills, and sensory responsiveness). Pre- and postscores were examined. Group data showed that children were generally more responsive and higher functioning at discharge. Relative position within the group generally did not change from pre to post periods. Findings based on the coding and analysis were generally congruent with clinical judgments. Some refinements in the system were suggested and made for further study.

You Can Get …: •There—From—Here•: Travel and Community Experience for Multiply Handicapped Students

You Can Get …: •There—From—Here•: Travel and Community Experience for Multiply Handicapped Students

The Multiply Handicapped Child

The Multiply Handicapped Child

Training Prospective Teachers of Multiply Handicapped Blind Children

The proposed program for the training of teachers of multiply handicapped blind children at Florida State University involves the development of their competency in classroom and home teaching, administering and supervising, and consulting and advocating. The program includes core coursework in visual disabilities, allied and/or generic coursework, core coursework in multiple disabilities, other special education coursework, and practica. Underlying the program is the belief that to work effectively with abnormal behavior requires a solid understanding of the growth and development of nonhandicapped children.

Identifying and Serving a Multiply Handicapped Population: Deaf-Blind Children and Their Families

Identifying and Serving a Multiply Handicapped Population: Deaf-Blind Children and Their Families

Reading and the Multiply Handicapped Blind Child

Reading and the Multiply Handicapped Blind Child

Areas of Responsibility in the Health Care of Multiply Handicapped Children

To clarify the roles of primary and consultant physicians in the health care of children with chronic disabilities, 44 mothers of children with spina bifida were interviewed to determine whether a primary physician, a specialist or another source had taken the responsibility for providing the following areas of health care: evaluation and treatment of the chronic disease, advice, future planning, genetic counseling, coordination, emotional support, education, acute illness care, and well-child care. Specialists provided evaluation and treatment of the chronic disease for all children, while about three fourths of the children received acute illness and well-child care from their primary physicians. The patterns of responsibility for the other areas of health care were less clearly defined. Primary physicians were perceived as contributing little to the rehabilitative and coordinative care for these children; most mothers felt there was no physician responsible for providing overall direction to their children's care. To provide complete and effective health care to children with chronic disabilities, parents and physicians must clearly understand who is to be responsible for both the specific health services as well as the overall direction of care. A primary physician, a specialty clinic or a "coordinating pediatrician" might effectively play this role.