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People with multiple disabilities require careful assessment and treatment to ensure that the complexity of their difficulties are properly addressed.


EpidemiologyEdit

AssessmentEdit

Managment and treatmentEdit

Effects on the familyEdit

See alsoEdit


ReferencesEdit

BooksEdit

  • Algozzine, B., & Ysseldyke, J. (2006). Teaching students with medical, physical, and multiple disabilities: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.
  • Bozic, N., & Murdoch, H. (1996). Learning through interaction: Technology and children with multiple disabilities. London, England: David Fulton Publishers.
  • Bozic, N., & Sherlock, C. (1996). Joint activities and early functional communication. London, England: David Fulton Publishers.
  • Carney, I. H., & Gamel-McCormick, M. (1996). Working with families. Baltimore, MD: Paul H Brookes Publishing.
  • Correa, V. I. (1996). Students with multiple disabilities. Springfield, IL, England: Charles C Thomas, Publisher.
  • Davidson, P. W., & Dolins, M. (1993). Assessment of the young child with visual impairment and multiple disabilities. Austin, TX: Pro-Ed.
  • Detheridge, T. (1996). Developing information technology competencies. London, England: David Fulton Publishers.
  • Downing, J. E. (2005). Teaching communication skills to students with severe disabilities (2nd ed.). Baltimore, MD: Paul H Brookes Publishing.
  • Dunn, W. (1996). The sensorimotor systems: A framework for assessment and intervention. Baltimore, MD: Paul H Brookes Publishing.
  • Dunst, C. J., & McWilliam, R. A. (1988). Cognitive assessment of multiply handicapped young children. New York, NY: Plenum Press.
  • Fisher, D., & Thursfield, C. (1996). Augmentative communication. London, England: David Fulton Publishers.
  • Fowler, S. (2007). Sensory stimulation: Sensory-focused activities for people with physical and multiple disabilities. London, England: Jessica Kingsley Publishers.
  • Hammer, E. K. (1989). Research issues in educating visually handicapped persons with multiple impairments. Elmsford, NY: Pergamon Press.
  • Hart, V. (1988). Multiply disabled children. Elmsford, NY: Pergamon Press.
  • Hodkinson, M. (1988). Multiple disabilities. Oxford, England: Heinemann Medical Books/Heinemann Professional Publishing.
  • Jones, C. J. (1988). Evaluation and educational programming of deaf-blind/severely multihandicapped students: Sensorimotor stage. Springfield, IL, England: Charles C Thomas, Publisher.
  • Jones, C. J. (1993). Case studies of severely/multihandicapped students. Springfield, IL, England: Charles C Thomas, Publisher.
  • Knoors, H., & Vervloed, M. P. J. (2003). Educational programming for deaf children with multiple disabilities: Accommodating special needs. New York, NY: Oxford University Press.
  • Leifield, L., & Murray, T. (1995). Advocating for Aric: Strategies for full inclusion. Albany, NY: State University of New York Press.
  • Leong, C. K. (1987). Children with specific reading disabilities. Lisse, Netherlands: Swets & Zeitlinger Publishers.
  • Lewis, K. S. (1998). Lost child: Therapeutic work with a mother of an infant with severe learning disabilites. Philadelphia, PA: Whurr Publishers.
  • Markle, M. (2004). Difficult journeys. Boston, MA: Trumpeter Books.
  • Nakken, H., van Wijck, R., & Vlaskamp, C. (1994). Play within an intervention for multiply handicapped children. Albany, NY: State University of New York Press.
  • Nisbet, P. (1996). The experience of mobility. London, England: David Fulton Publishers.
  • Orelove, F. P., & Malatchi, A. (1996). Curriculum and instruction. Baltimore, MD: Paul H Brookes Publishing.
  • Orelove, F. P., & Sobsey, D. (1991). Educating children with multiple disabilities: A transdisciplinary approach (2nd ed.). Baltimore, MD: Paul H Brookes Publishing.
  • Orelove, F. P., & Sobsey, D. (1996). Educating children with multiple disabilities: A transdisciplinary approach (3rd ed.). Baltimore, MD: Paul H Brookes Publishing.
  • Reavis, D., & Sagebiel, D. (1990). Assessing students with multiple disabilities: Practical guidelines for practitioners. Springfield, IL, England: Charles C Thomas, Publisher.
  • Reichle, J. E., York, J., & Sigafoos, J. (1991). Implementing augmentative and alternative communication: Strategies for learners with severe disabilities. Baltimore, MD: Paul H Brookes Publishing.
  • Ruben, D. H. (1993). Transitional living centers for the multiply disabled. Westport, CT: Praeger Publishers/Greenwood Publishing Group.
  • Ruth, R. (1995). Long-term therapy with a disagreeable man. Baltimore, MD: Paul H Brookes Publishing.
  • Sobsey, D., & Cox, A. W. (1996). Integrating health care and educational programs. Baltimore, MD: Paul H Brookes Publishing.
  • Sobsey, D., & Thuppal, M. (1996). Children with special health care needs. Baltimore, MD: Paul H Brookes Publishing.
  • Sobsey, D., & Wolf-Schein, E. (1996). Children with sensory impairments. Baltimore, MD: Paul H Brookes Publishing.
  • Vlaskamp, C. (2005). Assessing people with profound intellectual and multiple disabilities. Malden, MA: Blackwell Publishing.
  • Vlaskamp, C. (2005). Interdisciplinary assessment of people with profound intellectual and multiple disabilities. Malden, MA: Blackwell Publishing.
  • Wehman, P. (2006). Life beyond the classroom: Transition strategies for young people with disabilities (4th ed.). Baltimore, MD: Paul H Brookes Publishing.
  • York, J., & Rainforth, B. (1991). Developing instructional adaptations. Baltimore, MD: Paul H Brookes Publishing.
  • York-Barr, J., Rainforth, B., & Locke, P. (1996). Developing instructional adaptations. Baltimore, MD: Paul H Brookes Publishing.

PapersEdit

  • Adelinis, J. D., Piazza, C. C., & Goh, H.-L. (2001). Treatment of multiply controlled destructive behavior with food reinforcement: Journal of Applied Behavior Analysis Vol 34(1) Spr 2001, 97-100.
  • Adelson-Bernstein, N., & Sandow, L. (1978). Teaching buttoning to severely/profoundly retarded multihandicapped children: Education & Training of the Mentally Retarded Vol 13(2) Apr 1978, 178-183.
  • Adlem, A., Arco, L., & Ngan, C. (1990). An analysis of independent engagement of persons with profound multiple handicaps: Behaviour Change Vol 7(4) 1990, 185-195.
  • Adlem, A., & MacDonald, D. (1992). Covariation of stereotyped behaviour and engagement: Behaviour Change Vol 9(1) 1992, 8-13.
  • Agran, M., & Alper, S. (2000). Curriculum and instruction in general education: Implications for service delivery and teacher preparation: Journal of the Association for Persons with Severe Handicaps Vol 25(3) Fal 2000, 167-174.
  • Agrotou, A. (1994). Isolation and the multi-handicapped patient: An analysis of the music therapist-patient affects and processes: The Arts in Psychotherapy Vol 21(5) 1994, 359-365.
  • Aitken, S. (1988). Computer-aided instruction with the multiply impaired: Journal of Mental Deficiency Research Vol 32(4) Aug 1988, 257-263.
  • Ammerman, R. T., Lubetsky, M. J., Hersen, M., & Van Hasselt, V. B. (1988). Maltreatment of children and adolescents with multiple handicaps: Five case examples: Journal of the Multihandicapped Person Vol 1(2) Jun 1988, 129-139.
  • Ammerman, R. T., Van Hasselt, V. B., Hersen, M., McGonigle, J. J., & et al. (1989). Abuse and neglect in psychiatrically hospitalized multihandicapped children: Child Abuse & Neglect Vol 13(3) 1989, 335-343.
  • Andrew, A. K. (1989). Meeting the needs of young deaf-blind children and their parents: I: Child: Care, Health and Development Vol 15(3) May-Jun 1989, 195-206.
  • Antonijevic, M. (1974). The family of a deaf-mute child: Psihijatrija Danas Vol 6(2-3) 1974, 163-169.
  • Arain, A., Shihabuddin, B., Niaz, F., Modur, P., Taylor, H., Fakhoury, T., et al. (2006). Epilepsy and the Impact of an Epileptology Clinic for Patients with Mental Retardation and Associated Disabilities in an Institutional Setting: Epilepsia Vol 47(12) Dec 2006, 2052-2057.
  • Arthur, M. (2003). Socio-Communicative Variables and Behavior States in Students with Profound and Multiple Disabilities: Descriptive Data from School Settings: Education and Training in Developmental Disabilities Vol 38(2) Jun 2003, 200-219.
  • Arthur, M. (2004). Patterns amongst behavior states, sociocommunicative, and activity variables in educational programs for students with profound and multiple disabilities: Journal of Developmental and Physical Disabilities Vol 16(2) Jun 2004, 125-149.
  • Arthur-Kelly, M., Bochner, S., Center, Y., & Mok, M. (2007). Socio-communicative perspectives on research and evidence-based practice in the education of students with profound and multiple disabilities: Journal of Developmental and Physical Disabilities Vol 19(3) Jun 2007, 161-176.
  • Ashby, M., Lindsay, W. R., Pitcaithly, D., Broxholme, S., & Geelen, N. (1995). Snoezelen: Its effects on concentration and responsiveness in people with profound multiple handicaps: British Journal of Occupational Therapy Vol 58(7) Jul 1995, 303-307.
  • Bagnato, S. J. (1984). Team congruence in developmental diagnosis and intervention: Comparing clinical judgment and child performance measures: School Psychology Review Vol 13(1) Win 1984, 7-16.
  • Bagnato, S. J., & Neisworth, J. T. (1980). The Intervention Efficiency Index: An approach to preschool program accountability: Exceptional Children Vol 46(4) Jan 1980, 264-269.
  • Bailey, B. R., & Downing, J. (1994). Using visual accents to enhance attending to communication symbols for students with severe multiple disabilities: RE:view Vol 26(3) Fal 1994, 101-118.
  • Bailey, B. R., & Head, D. N. (1993). Providing O&M services to children and youth with severe multiple disabilities: RE:view Vol 25(2) Sum 1993, 57-66.
  • Bailey, B. R., & Murray-Branch, J. (1993). Collaborative communication programming: Providing a meaning-based curriculum to students with severe multiple disabilities: Journal of Educational & Psychological Consultation Vol 4(1) 1993, 29-47.
  • Bailey, L., & Slee, P. T. (1984). A comparison of play interactions between non-disabled and disabled children and their mothers: A question of style: Australia & New Zealand Journal of Developmental Disabilities Vol 10(1) Mar 1984, 5-10.
  • Bailey, R. L., & Angell, M. E. (2005). Improving Feeding Skills and Mealtime Behaviors in Children and Youth with Disabilities: Education and Training in Developmental Disabilities Vol 40(1) Mar 2005, 80-96.
  • Baker, D. J., Fox, J., & Albin, R. W. (1995). Staff support strategies to increase the involvement of individuals with disabilities in meal preparation: Behavioral Interventions Vol 10(4) Oct 1995, 197-210.
  • Bartlett, C. H., & O'Grady, D. J. (1976). Negotiating educational programs for children with developmental disorders: Assessment, interpretation, demonstration, support (AIDS): Child Psychiatry & Human Development Vol 7(1) Fal 1976, 43-55.
  • Barton, L. E., & Barton, C. L. (1985). An effective and benign treatment of rumination: Journal of the Association for Persons with Severe Handicaps Vol 10(3) Fal 1985, 168-171.
  • Barton, L. E., Johnson, H. A., & Brulle, A. R. (1986). An evaluation of the effectiveness of an extended year program: Journal of the Association for Persons with Severe Handicaps Vol 11(2) Sum 1986, 136-138.
  • Barton, L. E., Repp, A. C., & Brulle, A. R. (1985). Reduction of stereotypic behaviours using differential reinforcement procedures and momentary restraint: Journal of Mental Deficiency Research Vol 29(1) Mar 1985, 71-79.
  • Basilova, T. A. (1988). Organization of education for the blind-deaf children abroad: Defektologiya No 5 1988, 65-70.
  • Beail, N. (1985). A comparative study of profoundly multiply handicapped children's scores on the Bayley and the Griffiths developmental scales: Child Care, Health & Development Vol 11(1) Jan-Feb 1985, 31-36.
  • Beail, N. (1985). The nature of interactions between nursing staff and profoundly multiply handicapped children: Child Care, Health & Development Vol 11(3) May-Jun 1985, 113-129.
  • Beange, H., Gale, L., & Stewart, L. (1995). Project renourish: A dietary intervention to improve nutritional status in people with multiple disabilities: Australia & New Zealand Journal of Developmental Disabilities Vol 20(3) 1995, 165-174.
  • Becker, H., Schur, S., & Hammer, E. (1987). Monitoring and tracking clients and helpers: A system for matching disabled students with adult services: Education of the Visually Handicapped Vol 19(2) Sum 1987, 53-63.
  • Beckung, E., Steffenburg, U., & Uvebrant, P. (1997). Motor and sensory dysfunctions in children with mental retardation and epilepsy: Seizure Vol 6(1) Mar 1997, 43-50.
  • Behrmann, M. M., & Lahm, L. (1984). Babies and robots: Technology to assist learning of young multiply disabled children: Rehabilitation Literature Vol 45(7-8) Jul-Aug 1984, 194-201.
  • Benedict, M. I., White, R. B., Wulff, L. M., & Hall, B. J. (1990). Reported maltreatment in children with multiple disabilities: Child Abuse & Neglect Vol 14(2) 1990, 207-217.
  • Benedict, M. I., Wulff, L. M., & White, R. B. (1992). Current parental stress in maltreating and nonmaltreating families of children with multiple disabilities: Child Abuse & Neglect Vol 16(2) 1992, 155-163.
  • Bennett, D. L., Gast, D. L., Wolery, M., & Schuster, J. (1986). Time delay and system of least prompts: A comparison in teaching manual sign production: Education & Training of the Mentally Retarded Vol 21(2) Jun 1986, 117-129.
  • Benton, R. B., Permenter, N. A., Baylor, J., & McLelland, P. (1974). Evaluating the work potential of blind multiply handicapped persons for the manufacture of bath perfume: New Outlook for the Blind Vol 68(1) Jan 1974, 20-24.
  • Berg, W. K., & Wacker, D. P. (1989). Evaluation of tactile prompts with a student who is deaf, blind, and mentally retarded: Journal of Applied Behavior Analysis Vol 22(1) Spr 1989, 93-99.
  • Berg, W. K., Wacker, D. P., Ebbers, B., Wiggins, B., & et al. (1995). A demonstration of generalization of performance across settings, materials, and motor responses for students with profound mental retardation: Behavior Modification Vol 19(1) Jan 1995, 119-143.
  • Bergel, R. R. (1981). Individual assessment procedures for multihandicapped and implementation of a sports program: International Journal of Rehabilitation Research Vol 4(3) Sep 1981, 365-378.
  • Berry, J. O. (1983). Adlerian family counseling: A strengths approach: Individual Psychology: Journal of Adlerian Theory, Research & Practice Vol 39(4) Dec 1983, 419-424.
  • Bertram, B. (2004). Cochlear Implantation for Children with Hearing Loss and Multiple Disabilities: An Evaluation from an Educator's Perspective: Volta Review Vol 104(4) 2004, 349-359.
  • Besden, C. (2007). Design and implementation of an orientation and mobility program for a young woman with multiple disabilities: Journal of Visual Impairment & Blindness Vol 101(10) Oct 2007, 625-627.
  • Betts, D. J. (2003). Developing a Projective Drawing Test: Experiences with the face stimulus assessment (FSA): Art Therapy Vol 20(2) 2003, 77-82.
  • Billingsley, F. F., & Neel, R. S. (1985). Competing behaviors and their effects on skill generalization and maintenance: Analysis & Intervention in Developmental Disabilities Vol 5(4) 1985, 357-372.
  • Blacher, J., & Baker, B. L. (1987). Dry-bed training for nocturnal enuresis in three children with multiple problems: Journal of Clinical Child Psychology Vol 16(3) Sep 1987, 240-244.
  • Black, D. W., Winokur, G., Bell, S., Nasrallah, A., & et al. (1988). Complicated mania: Comorbidity and immediate outcome in the treatment of mania: Archives of General Psychiatry Vol 45(3) Mar 1988, 232-236.
  • Black, J. W., & Meyer, L. H. (1992). But... is it really work? Social validity of employment training for persons with very severe disabilities: American Journal on Mental Retardation Vol 96(5) Mar 1992, 463-474.
  • Block, M. E. (1992). What is appropriate physical education for students with profound disabilities? : Adapted Physical Activity Quarterly Vol 9(3) Jul 1992, 197-213.
  • Block, M. E., & Zeman, R. (1996). Including students with disabilities in regular physical education: Effects on nondisabled children: Adapted Physical Activity Quarterly Vol 13(1) Jan 1996, 38-49.
  • Bloomberg, K., West, D., & Iacono, T. A. (2003). PICTURE IT: An evaluation of a training program for carers of adults with severe and multiple disabilities: Journal of Intellectual & Developmental Disability Vol 28(3) Sep 2003, 260-282.
  • Blumina, M. G. (1989). Prevalence, origin and some characteristics of clinical manifestations of complex disorders: Defektologiya No 3 1989, 3-10.
  • Blyden, A. E. (1989). Survival word acquisition in mentally retarded adolescents with multihandicaps: Effects of color-reversed stimulus materials: The Journal of Special Education Vol 22(4) Win 1989, 493-501.
  • Bochner, S. (2007). Review of Enhancing everyday communication for children with disabilities: Journal of Intellectual & Developmental Disability Vol 32(3) Sep 2007, 226-227.
  • Bolduc, M., Gresset, J., Sanschagrin, S., & Thibodeau, J. (1993). A model for the efficient interdisciplinary assessment of young visually impaired children: Journal of Visual Impairment & Blindness Vol 87(10) Dec 1993, 410-414.
  • Bond, D. E. (1984). Aspects of additional impairment and multiple handicaps: AEP (Association of Educational Psychologists) Journal Vol 6(5) Win 1984, 50-61.
  • Borgioli, J. A., & Kennedy, C. H. (2003). Transitions Between School and Hospital for Students with Multiple Disabilities: A Survey of Causes, Educational Continuity, and Parental Perceptions: Research and Practice for Persons with Severe Disabilities Vol 28(1) Spr 2003, 1-6.
  • Brady, M. P., Martin, S., Williams, R. E., & Burta, M. (1991). The effects of fifth graders' socially directed behavior on motor and social responses of children with severe multiple handicaps: Research in Developmental Disabilities Vol 12(1) 1991, 1-16.
  • Branco, A. U., & de Lemos Mettel, T. P. (1995). Cultural canalization of child-child interactions in preschool: Psicologia: Teoria e Pesquisa Vol 11(1) Jan-Apr 1995, 13-22.
  • Brauner, A., & Brauner, F. (1987). Handicapped children discover their own image: Psychologie Medicale Vol 19(9) Sep 1987, 1583-1586.
  • Breen, C., Haring, T., Pitts-Conway, V., & Gaylord-Ross, R. (1985). The training and generalization of social interaction during breaktime at two job sites in the natural environment: Journal of the Association for Persons with Severe Handicaps Vol 10(1) Spr 1985, 41-50.
  • Breslau, N. (1983). The psychological study of chronically ill and disabled children: Are healthy siblings appropriate controls? : Journal of Abnormal Child Psychology Vol 11(3) Sep 1983, 379-391.
  • Breslau, N., Weitzman, M., & Messenger, K. (1982). Psychologic functioning of siblings of disabled children: Annual Progress in Child Psychiatry & Child Development 1982, 397-416.
  • Britten, N., Morgan, K., Fenwick, P. B., & Britten, H. (1986). Epilepsy and handicap from birth to age 36: Developmental Medicine & Child Neurology Vol 28(6) Dec 1986, 719-728.
  • Brock, M. D. (1976). The problem family: Child Care, Health & Development Vol 2(3) May-Jun 1976, 139-143.
  • Brodin, J. (2005). Diversity of aspects on play in children with profound multiple disabilities: Early Child Development and Care Vol 175(7-8) Nov 2005, 635-646.
  • Brown, R. I. (1987). Rehabilitation in Australia: A look at someone else's backyard: Australia & New Zealand Journal of Developmental Disabilities Vol 13(3) Sep 1987, 127-132.
  • Bruns, J. M., Cram, J. T., & Rogers, G. J. (1979). Impedance and otoscopy screening of multiply handicapped children in school: Language, Speech, and Hearing Services in Schools Vol 10(1) Jan 1979, 54-58.
  • Brusca, R. M., Nieminen, G. S., Carter, R., & Repp, A. C. (1989). The relationship of staff contact and activity to the stereotypy of children with multiple disabilities: Journal of the Association for Persons with Severe Handicaps Vol 14(2) Sum 1989, 127-136.
  • Bryan, T. H., & Wheeler, R. A. (1976). Teachers' behaviors in classes for severely retarded-multiply trainable mentally retarded, learning disabled and normal children: Mental Retardation Vol 14(4) Aug 1976, 41-45.
  • Buchka, M. (1973). Mental handicap: a multiple handicap: Praxis der Kinderpsychologie und Kinderpsychiatrie Vol 22(5) Jul 1973, 171-174.
  • Bullock, A., Dalrymple, G. F., & Danca, J. M. (1975). Communication and the nonverbal, multihandicapped child: American Journal of Occupational Therapy Vol 29(3) Mar 1975, 150-152.
  • Burd, L., Fisher, W., & Kerbeshian, J. (1985). Pervasive developmental disorders in multiply disabled children: Rehabilitation Literature Vol 46(9-10) Sep-Oct 1985, 246-249.
  • Burke, S. O., Costello, E. A., & Handley-Derry, M. H. (1989). Maternal stress and repeated hospitalizations of children who are physically disabled: Children's Health Care Vol 18(2) Spr 1989, 82-90.
  • Burti, L. (1988). Rehabilitation and therapeutic continuity in community efforts: Toward an integration of various approaches to long-term treatment: Psichiatria Generale e dell'Eta Evolutiva Vol 26(Suppl) 1988, 109-114.
  • Busse, D. G., Romer, L. T., Fewell, R. R., & Vadasy, P. F. (1985). Employment of deaf-blind rubella students in a subsidized work program: Journal of Visual Impairment & Blindness Vol 79(2) Feb 1985, 59-64.
  • Butterworth, G., & MacPherson, F. (1987). Sensorimotor intelligence in profoundly handicapped children and youth: Fruhforderung interdisziplinar Vol 6(2) 1987, 62-72.
  • Calvert, D. R., Reddell, R. C., Jacobs, U., & Baltzer, S. (1972). Experiences with preschool deaf-blind children: Exceptional Children Vol 38(5) Jan 1972, 415-421.
  • Cameron, M. J., Luiselli, J. K., McGrath, M., & Carlton, R. (1992). Stimulus control analysis and treatment of noncompliant behavior: Journal of Developmental and Physical Disabilities Vol 4(2) Jun 1992, 141-150.
  • Campbell, P. H. (1987). The integrated programming team: An approach for coordinating professionals of various disciplines in programs for students with severe and multiple handicaps: Journal of the Association for Persons with Severe Handicaps Vol 12(2) Sum 1987, 107-116.
  • Campbell, P. H., McInerney, W. F., & Cooper, M. A. (1984). Therapeutic programming for students with severe handicaps: American Journal of Occupational Therapy Vol 38(9) Sep 1984, 594-602.
  • Campbell, P. H., Milbourne, S., Dugan, L. M., & Wilcox, M. J. (2006). A Review of Evidence on Practices for Teaching Young Children to Use Assistive Technology Devices: Topics in Early Childhood Special Education Vol 26(1) Spr 2006, 3-13.
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  • Caro, P., & Snell, M. E. (1989). Characteristics of teaching communication to people with moderate and severe disabilities: Education & Training in Mental Retardation Vol 24(1) Mar 1989, 63-77.
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  • Casey, G. A., Hunt, H. M., Paddon, A. C., & Wilcock, P. M. (1983). Paired associates: A workshop model for effecting change: Child Care, Health & Development Vol 9(3) May-Jun 1983, 137-144.
  • Cass, H., Price, K., Reilly, S., Wisbeach, A., & McConachie, H. (1999). A model for the assessment and management of children with multiple disabilities: Child: Care, Health and Development Vol 25(3) May 1999, 191-211.
  • Chen, S.-C., Tang, F.-T., Chen, Y.-L., Chen, W.-L., Li, Y.-C., Shih, Y.-Y., et al. (2004). Infrared-based communication augmentation system for people with multiple disabilities: Disability and Rehabilitation: An International, Multidisciplinary Journal Vol 26(18) Sep 2004, 1105-1109.
  • Chess, S. (1987). Psychosocial problems and coping strategies of multihandicapped children and their families. Orlando, FL, England: Grune & Stratton, Inc/Harcourt, Bra.
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  • Cole, A. J. (2002). Evaluation and treatment of epilepsy in multiply handicapped individuals: Epilepsy & Behavior Vol 3(6) Dec 2002, S2-S6.
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  • Copley, J., & Ziviani, J. (2005). Assistive Technology Assessment and Planning for Children with Multiple Disabilities in Educational Settings: British Journal of Occupational Therapy Vol 68(12) Dec 2005, 559-566.
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  • Danella, E. A. (1973). A study of tactile preference in multiply-handicapped children: American Journal of Occupational Therapy Vol 27(8) Nov 1973, 457-463.
  • Dano, C., & Lopez, E. (1971). Investigation of 200 cases of request for placement in specialized residential accommodation drawn from consultations at the Committee for the Study & Care of Severely Retarded (CESAP): Revue de Neuropsychiatrie Infantile et d'Hygiene Mentale de l'Enfance Vol 19(3-4) Mar 1971, 151-158.
  • Dauterman, W. L. (1972). Manual for the Stanford Multi-Modality Imagery Test. New York, NY: American Foundation for the Blind.
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  • Lancioni, G. E., Oliva, D., & Ten Hoopen, G. (1997). Spoken messages as auditory cues for orientation in promoting indoor travel and activity by persons with multiple disabilities: Perceptual and Motor Skills Vol 85(2) Oct 1997, 403-410.
  • Lancioni, G. E., O'Reilly, M. F., & Basili, G. (2001). Use of microswitches and speech output systems with people with severe/profound intellectual or multiple disabilities: A literature review: Research in Developmental Disabilities Vol 22(1) Jan-Feb 2001, 21-40.
  • Lancioni, G. E., O'Reilly, M. F., & Campodonico, F. (2001). Technological resources to support adaptive responding with persons with multiple disabilities: Scandinavian Journal of Behaviour Therapy Vol 30(1) Feb 2001, 17-22.
  • Lancioni, G. E., O'Reilly, M. F., & Campodonico, F. (2002). Promoting fluency of performance of self-help tasks with a person with multiple disabilities: Behavioral Interventions Vol 17(1) Jan-Mar 2002, 15-20.
  • Lancioni, G. E., O'Reilly, M. F., Campodonico, F., & Mantini, M. (2002). Increasing indices of happiness and positive engagement in persons with profound multiple disabilities: Journal of Developmental and Physical Disabilities Vol 14(3) Sep 2002, 231-237.
  • Lancioni, G. E., O'Reilly, M. F., Campodonico, F., & Serenelli, S. (2000). Use of anticipatory cues to reduce dependence on physical prompts by an adolescent with multiple disabilities: Scandinavian Journal of Behaviour Therapy Vol 29(1) 2000, 43-47.
  • Lancioni, G. E., O'Reilly, M. F., Cognini, I., & Serenelli, S. (2001). Cooperative task performance and preferences of people with multiple disabilities: Perceptual and Motor Skills Vol 92(3, Pt 2) Jun 2001, 1199-1201.
  • Lancioni, G. E., O'Reilly, M. F., & Mantini, M. (1999). Activity arrangements with or without mobility and performance of persons with profound multiple disabilities over long sessions: Irish Journal of Psychology Vol 20(2-4) 1999, 124-135.
  • Lancioni, G. E., O'Reilly, M. F., & Oliva, D. (1997). Instruction strategies for promoting vocational activities: A preliminary assessment of preferences with persons with multiple disabilities: Journal of Developmental and Physical Disabilities Vol 9(2) Jun 1997, 79-89.
  • Lancioni, G. E., O'Reilly, M. F., Oliva, D., & Coppa, M. M. (2001). A microswitch for vocalization responses to foster environmental control in children with multiple disabilities: Journal of Intellectual Disability Research Vol 45(3) Jun 2001, 271-275.
  • Lancioni, G. E., O'Reilly, M. F., Oliva, D., & Coppa, M. M. (2001). Using multiple microswitches to promote different responses in children with multiple disabilities: Research in Developmental Disabilities Vol 22(4) Jul-Aug 2001, 309-318.
  • Lancioni, G. E., O'Reilly, M. F., Oliva, D., & Pellegrino, A. (1997). Persons with multiple disabilities acquiring independent task performance through a self-operated verbal instruction system: Irish Journal of Psychology Vol 18(4) 1997, 419-429.
  • Lancioni, G. E., O'Reilly, M. F., Oliva, D., Singh, N. N., & Coppa, M. M. (2002). Multiple microswitches for multiple responses with children with profound disabilities: Cognitive Behaviour Therapy Vol 31(2) 2002, 81-87.
  • Lancioni, G. E., O'Reilly, M. F., Sigafoos, J., Singh, N. N., Oliva, D., & Basili, G. (2004). Enabling a person with multiple disabilities and minimal motor behaviour to control environmental stimulation with chin movements: Disability and Rehabilitation: An International, Multidisciplinary Journal Vol 26(21-22) Nov 2004, 1291-1294.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Campodonico, F., Marziani, M., & Oliva, D. (2004). A microswitch program to foster simple foot and leg movements in adult wheelchair users with multiple disabilities: Cognitive Behaviour Therapy Vol 33(3) 2004, 137-142.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Groeneweg, J., Bosco, A., Tota, A., et al. (2006). A Social Validation Assessment of Microswitch-Based Programs for Persons with Multiple Disabilities Employing Teacher Trainees and Parents as Raters: Journal of Developmental and Physical Disabilities Vol 18(4) Dec 2006, 383-391.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Baccani, S., Severini, L., et al. (2006). Micro-switch programmes for students with multiple disabilities and minimal motor behaviour: Assessing response acquisition and choice: Pediatric Rehabilitation Vol 9(2) Apr-Jun 2006, 137-143.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Campodonico, F., & Groeneweg, J. (2003). Stimulation and microswitch-based programs for enhancing indices of happiness: A maintenance assessment: Behavioral Interventions Vol 18(1) Feb 2003, 53-61.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Coppa, M. M., & Montironi, G. (2005). A New Microswitch To Enable A Boy With Minimal Motor Behavior To Control Environmental Stimulation With Eye Blinks: Behavioral Interventions Vol 20(2) Apr 2005, 147-153.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., & Groeneweg, J. (2002). Impact of stimulation versus microswitch-based programs on indices of happiness of people with profound multiple disabilities: Research in Developmental Disabilities Vol 23(2) Mar-Apr 2002, 149-160.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., & Groeneweg, J. (2003). Using microswitches with persons who have profound multiple disabilities: Evaluation of three cases: Perceptual and Motor Skills Vol 97(3, Pt 1) Dec 2003, 909-916.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Marziani, M., & Groeneweg, J. (2002). A social validation assessment of the use of microswitches with persons with multiple disabilities: Research in Developmental Disabilities Vol 23(5) Sep-Oct 2002, 309-318.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Montironi, G., & Chierchie, S. (2004). Assessing a New Response-microswitch Combination With a Boy With Minimal Motor Behavior: Perceptual and Motor Skills Vol 98(2) Apr 2004, 459-462.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Piazzolla, G., Gatto, L., et al. (2006). Multiple microswitches for persons with multiple disabilities: A basic procedure to examine the persons' choice behavior: Perceptual and Motor Skills Vol 102(1) Feb 2006, 13-16.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Piazzolla, G., & Groeneweg, J. (2004). Assessing Influence of Stimulation on Mood and Aberrant Behavior of Persons With Multiple Disabilities During Brief Treadmill Sessions: Perceptual and Motor Skills Vol 99(3,Part1) Dec 2004, 931-936.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Piazzolla, G., Pirani, P., et al. (2002). Evaluating the use of multiple microswitches and responses for children with multiple disabilities: Journal of Intellectual Disability Research Vol 46(4) May 2002, 346-351.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Oliva, D., Scalini, L., Vigo, C. M., et al. (2005). Further Evaluation of Microswitch Clusters to Enhance Hand Response and Head Control in Persons With Multiple Disabilities: Perceptual and Motor Skills Vol 100(3) Jun 2005, 689-694.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Pidala, S., Piazzolla, G., Oliva, D., et al. (2006). A Social Validation Assessment of Cooperative versus Individual Task Engagement of Persons with Multiple Disabilities: Journal of Visual Impairment & Blindness Vol 100(3) Mar 2006, 169-173.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., & Sigafoos, J. (2006). Promoting fluency of performance during morning dressing by two persons with multiple disabilities: Perceptual and Motor Skills Vol 103(3) Dec 2006, 771-777.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D., et al. (2007). Persons with multiple disabilities and minimal motor behavior using small forehead movements and new microswitch technology to control environmental stimuli: Perceptual and Motor Skills Vol 104(3, Pt 1) Jun 2007, 870-878.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D., et al. (2007). Small hand-closure movements used as a response through microswitch technology by persons with multiple disabilities and minimal motor behavior: Perceptual and Motor Skills Vol 104(3, Pt 1) Jun 2007, 1027-1034.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D., et al. (2006). A Microswitch-based Program to Enable Students with Multiple Disabilities to Choose Among Environmental Stimuli: Journal of Visual Impairment & Blindness Vol 100(8) Aug 2006, 488-493.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., Antonucci, M., et al. (2008). Microstuitch-based programs for persons with multiple disabilities: An overview of some recent developments: Perceptual and Motor Skills Vol 106(2) Apr 2008, 355-370.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., Baccani, S., et al. (2004). Technological aids to promote basic developmental achievements by children with multiple disabilities: Evaluation of two cases: Cognitive Processing Vol 5(4) Dec 2004, 232-238.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., Baccani, S., et al. (2006). Microswitch Clusters Promote Adaptive Responses and Reduce Finger Mouthing in a Boy With Multiple Disabilities: Behavior Modification Vol 30(6) Nov 2006, 892-900.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., & Severini, L. (2006). Enabling Persons with Multiple Disabilities to Choose Among Environmental Stimuli and Request Stimulus Repetitions Through Microswitch Computer Technology: Perceptual and Motor Skills Vol 103(2) Oct 2006, 354-362.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., & Severini, L. (2008). Enabling two persons with multiple disabilities to access environmental stimuli and ask for social contact through microswitches and a VOCA: Research in Developmental Disabilities Vol 29(1) Jan 2008, 21-28.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Oliva, D., & Severini, L. (2008). Three persons with multiple disabilities accessing environmental stimuli and asking for social contact through microswitch and VOCA technology: Journal of Intellectual Disability Research Vol 52(4) Apr 2008, 327-336.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., Tota, A., Antonucci, M., et al. (2006). Children with multiple disabilities and minimal motor behavior using chin movements to operate microswitches to obtain environmental stimulation: Research in Developmental Disabilities Vol 27(3) May-Jun 2006, 290-298.
  • Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Stasolla, F., Manfredi, F., & Oliva, D. (2004). Adapting a Grid into a Microswitch to Suit Simple Hand Movements of a Child With Profound Multiple Disabilities: Perceptual and Motor Skills Vol 99(2) Oct 2004, 724-728.
  • Lancioni, G. E., Singh, N. N., Oliva, D., Scalini, L., & Groeneweg, J. (2003). Microswitch clusters to enhance non-spastic response schemes with students with multiple disabilities: Disability and Rehabilitation: An International, Multidisciplinary Journal Vol 25(6) Mar 2003, 301-304.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Baccani, S., Pidala, S., Oliva, D., et al. (2005). Parents Provide Social Validation of Microswitch Programs for Children and Adults with Multiple Disabilities: Journal of Child and Family Studies Vol 14(2) Jun 2005, 159-165.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Campodonico, F., Oliva, D., & Groeneweg, J. (2004). Effects of automatically delivered stimulation on persons with multiple disabilities during their use of a stationary bicycle: Perceptual and Motor Skills Vol 98(3,Pt2) Jun 2004, 1363-1367.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Campodonico, F., Piazzolla, G., Scalini, L., et al. (2005). Impact of favorite stimuli automatically delivered on step responses of persons with multiple disabilities during their use of walker devices: Research in Developmental Disabilities Vol 26(1) Jan-Feb 2005, 71-76.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Campodonico, F., Scalini, L., & Oliva, D. (2003). Extending the use of familiar microswitches to difficult daily situations: Two case evaluations: Perceptual and Motor Skills Vol 96(3) Jun 2003, 927-930.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., & Oliva, D. (2002). Multiple microswitches for children with multiple disabilities: Assessing response maintenance: Journal of Positive Behavior Interventions Vol 4(2) Spr 2002, 104-107.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., & Oliva, D. (2002). Using a hand-tap response with a vibration microswitch with students with multiple disabilities: Behavioural and Cognitive Psychotherapy Vol 30(2) Apr 2002, 237-242.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., & Oliva, D. (2003). Some Recent Research Efforts on Microswitches for Persons with Multiple Disabilities: Journal of Child and Family Studies Vol 12(3) Sep 2003, 251-256.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., & Oliva, D. (2004). A microswitch program including words and choice opportunities for students with multiple disabilities: Perceptual and Motor Skills Vol 98(1) Feb 2004, 214-222.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., & Oliva, D. (2005). Microswitch programs for persons with multiple disabilities: An overview of the responses adopted for microswitch activation: Cognitive Processing Vol 6(3) Sep 2005, 177-188.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., Baccani, S., & Canevaro, A. (2002). Using Simple Hand-Movement Responses with Optic Microswitches with Two Persons with Multiple Disabilities: Research and Practice for Persons with Severe Disabilities Vol 27(4) Win 2002, 276-279.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., & Basili, G. (2005). An overview of research on increasing indices of happiness of people with severe/profound intellectual and multiple disabilities: Disability and Rehabilitation: An International, Multidisciplinary Journal Vol 27(3) Feb 2005, 83-93.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., Campodonico, F., & Groeneweg, J. (2003). Assessing the effects of automatically delivered stimulation on the use of simple exercise tools by students with multiple disabilities: Research in Developmental Disabilities Vol 24(6) Nov-Dec 2003, 475-483.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., Campodonico, F., & Groeneweg, J. (2004). Impact of Favorite Stimuli on the Behavior of Persons with Multiple Disabilities While Using a Treadmill: Journal of Visual Impairment & Blindness Vol 98(5) May 2004, 304-309.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., Campodonico, F., & Groeneweg, J. (2004). Use of simple exercise tools by students with multiple disabilities: Impact of automatically delivered stimulation on activity level and mood: Journal of Developmental and Physical Disabilities Vol 16(2) Jun 2004, 171-178.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., Dardanelli, E., & Pirani, P. (2003). Adapting the use of microswitches to foster response awareness and word association: Two case evaluations: Journal of Positive Behavior Interventions Vol 5(3) Sum 2003, 153-157.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., & Groeneweg, J. (2005). Enabling a Girl with Multiple Disabilities to Control Her Favorite Stimuli Through Vocalization and a Dual-Microphone Microswitch: Journal of Visual Impairment & Blindness Vol 99(3) Mar 2005, 179-182.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., & Montironi, G. (2004). A Computer System Serving as a Microswitch for Vocal Utterances of Persons with Multiple Disabilities: Two Case Evaluations: Journal of Visual Impairment & Blindness Vol 98(2) Feb 2004, 116-120.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., Montrioni, G., Piazza, F., et al. (2004). Using computer systems as microswitches for vocal utterances of persons with multiple disabilities: Research in Developmental Disabilities Vol 25(2) Mar-Apr 2004, 183-192.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., Scalini, L., & Groeneweg, J. (2004). Improving Assisted Ambulation in a Man with Multiple Disabilities Through the Use of a Microswitch Cluster: Behavioural and Cognitive Psychotherapy Vol 32(2) Apr 2004, 245-249.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., & Severini, L. (2005). Assessing a microswitch-based stimulation procedure for eye-blinking responses in a young woman with profound multiple disabilities: Perceptual and Motor Skills Vol 101(1) Aug 2005, 212-216.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Oliva, D., Smaldone, A., Tota, A., et al. (2006). Assessing the effects of stimulation versus microswitch-based programmes on indices of happiness of students with multiple disabilities: Journal of Intellectual Disability Research Vol 50(10) Oct 2006, 739-747.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Piazzolla, G., Pidala, S., & Oliva, D. (2005). Wheelchair-Bound Persons with Multiple Disabilities Learning to Use Simple Foot-Leg Responses Within a Microswitch-Based Program: Journal of Developmental and Physical Disabilities Vol 17(4) Dec 2005, 327-336.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Sigafoos, J., Campodonico, F., & Oliva, D. (2008). Self-management of orientation technology and auditory cues for indoor travel by two persons with multiple disabilities: Journal of Developmental and Physical Disabilities Vol 20(2) Apr 2008, 129-138.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Sigafoos, J., Didden, R., Oliva, D., et al. (2007). A learning setup for a post-coma adolescent with profound multiple disabilities involving small forehead movements and new microswitch technology: Disability and Rehabilitation: Assistive Technology Vol 2(5) 2007, 293-297.
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  • Tweedie, D. (1974). Demonstrating behavioral change of deaf-blind children: Exceptional Children Vol 40(7) Apr 1974, 510-512.
  • Tweedie, D. (1974). Observing the communication behavior of deaf-blind children: American Annals of the Deaf Vol 119(3) Jun 1974, 342-347.
  • Tweedie, D. (1975). Videoaudiometry: A possible procedure for "difficult-to-test" populations: Volta Review Vol 77(2) Feb 1975, 129-134.
  • Tweedle, D. (1975). Identification and documentation of audio-behavioral responses in a deaf-blind multihandicapped population through the use of videotape: Education of the Visually Handicapped Vol 7(4) Dec 1975, 108-111.
  • Tynan, W. D., Asp, K. S., Serper, L., & Emory, E. K. (1985). Student volunteer social support and infant intervention: A case study: Infant Mental Health Journal Vol 6(4) Win 1985, 204-209.
  • Udvari-Solner, A. (1996). Theoretical influences on the establishment of inclusive practices: Cambridge Journal of Education Vol 26(1) 1996, 101-119.
  • Uslan, M. M., Malone, S., & de l'Aune, W. (1983). Teaching route travel to multiply handicapped blind adults: An auditory approach: Journal of Visual Impairment & Blindness Vol 77(1) Jan 1983, 18-20.
  • Vacola, G. (1987). About young, multihandicapped individuals: Their affective and sexual life: Psychologie Medicale Vol 19(6) Apr 1987, 895-897.
  • Vacola, G. (1987). A language for deaf psychotics and their family: Annales Medico-Psychologiques Vol 145(4) Apr 1987, 372-378.
  • Valcante, G., Roberson, W., Reid, W. R., & Wolking, W. D. (1989). Effects of wait-time and intertrial interval durations on learning by children with multiple handicaps: Journal of Applied Behavior Analysis Vol 22(1) Spr 1989, 43-55.
  • van Baar, A. L., van Wassenaer, A. G., Briet, J. M., Dekker, F. W., & Kok, J. H. (2005). Very Preterm Birth is Associated with Disabilities in Multiple Developmental Domains: Journal of Pediatric Psychology Vol 30(3) Apr 2005, 247-255.
  • van den Broek, E. G. C., Janssen, C. G. C., van Ramshorst, T., & Deen, L. (2006). Visual impairments in people with severe and profound multiple disabilities: An inventory of visual functioning: Journal of Intellectual Disability Research Vol 50(6) Jun 2006, 470-475.
  • Van den Pol, R. A., & et al. (1981). Teaching the handicapped to eat in public places: Acquisition, generalization, and maintenance of restaurant skills: Journal of Applied Behavior Analysis Vol 14(1) Spr 1981, 61-69.
  • van der Putten, A., Reynders, K., Vlaskamp, C., & Nakken, H. (2004). A Functionally Focused Curriculum for Children with Profound Multiple Disabilities: A Goal Analysis: Journal of Applied Research in Intellectual Disabilities Vol 17(2) Jun 2004, 71-75.
  • Van der Putten, A., Vlaskamp, C., Reynders, K., & Nakken, H. (2005). Children with profound intellectual and multiple disabilities: The effects of functional movement activities: Clinical Rehabilitation Vol 19(6) Sep 2005, 613-620.
  • Van der Putten, A., Vlaskamp, C., Reynders, K., & Nakken, H. (2005). Movement skill assessment in children with profound multiple disabilities: A psychometric analysis of the Top Down Motor Milestone Test: Clinical Rehabilitation Vol 19(6) Sep 2005, 635-643.
  • Van Dijk, J. (1990). The Sint-Michielsgestel approach to diagnosis and education of multisensory impaired persons: Defektologiya No 1 1990, 67-75.
  • Van Hasselt, V. B., Sisson, L. A., & Aach, S. R. (1987). Parent training to increase compliance in a young multihandicapped child: Journal of Behavior Therapy and Experimental Psychiatry Vol 18(3) Sep 1987, 275-283.
  • Van Houten, R., & Rolider, A. (1988). Recreating the scene: An effective way to provide delayed punishment for inappropriate motor behavior: Journal of Applied Behavior Analysis Vol 21(2) Sum 1988, 187-192.
  • Varas Martin, F. J. (1988). Psychopedagogy and group intervention: Clinica y Analisis Grupal Vol 10(2)[48] May-Aug 1988, 261-279.
  • Vaz, I. (1995). Personal health record for school children with multiple needs: Child: Care, Health and Development Vol 21(3) May 1995, 191-198.
  • Vernon, M., Bair, R., & Lotz, S. (1979). Psychological evaluation and testing of children who are deaf-blind: School Psychology Review Vol 8(3) Sum 1979, 291-295.
  • Visser, H. M., Dekker, J., Hartevelt-Bosma, L., Rijnierse, P., & De Jonghe, F. (2006). Intakes for (day) clinical psychotherapy. A cohort study: Tijdschrift voor Psychiatrie Vol 48(2) 2006, 141-145.
  • Vlaskamp, C. (1993). Development and evaluation of individual educational care programs for profoundly multiple handicapped persons: Issues in Special Education & Rehabilitation Vol 8(1) 1993, 45-50.
  • Vlaskamp, C., & Cuppen-Fonteine, H. (2007). Reliability of assessing the sensory perception of children with profound intellectual and multiple disabilities: A case study: Child: Care, Health and Development Vol 33(5) Sep 2007, 547-551.
  • Vlaskamp, C., de Geeter, K. I., Huijsmans, L. M., & Smit, I. H. (2003). Passive Activities: the Effectiveness of Multisensory Environments on the Level of Activity of Individuals with Profound Multiple Disabilities: Journal of Applied Research in Intellectual Disabilities Vol 16(2) Jun 2003, 135-143.
  • Vlaskamp, C., Hiemstra, S. J., & Wiersma, L. A. (2007). Becoming aware of what you know or need to know: Gathering client and context characteristics in day services for persons with profound intellectual and multiple disabilities: Journal of Policy and Practice in Intellectual Disabilities Vol 4(2) Jun 2007, 97-103.
  • Vlaskamp, C., Hiemstra, S. J., Wiersma, L. A., & Zijlstra, B. J. H. (2007). Extent, duration, and content of day services' activities for persons with profound intellectual and multiple disabilities: Journal of Policy and Practice in Intellectual Disabilities Vol 4(2) Jun 2007, 152-159.
  • Vlaskamp, C., & Nakken, H. (1999). Missing in execution: Therapies and activities for individuals with profound multiple disabilities: British Journal of Developmental Disabilities Vol 45(89, Pt 2) Jul 1999, 99-109.
  • Voelker, S., Shore, D., Hakim-Larson, J., & Bruner, D. (1997). Discrepancies in parent and teacher ratings of adaptive behavior of children with multiple disabilities: Mental Retardation Vol 35(1) Feb 1997, 10-17.
  • von Wendt, L., & et al. (1985). Cerebral palsy and additional handicaps in a 1-year birth cohort from northern Finland: A prospective follow-up study to the age of 14 years: Annals of Clinical Research Vol 17(4) 1985, 156-161.
  • Wacker, D. P., & et al. (1985). Evaluation of reinforcer preferences for profoundly handicapped students: Journal of Applied Behavior Analysis Vol 18(2) Sum 1985, 173-178.
  • Wacker, D. P., Harper, D. C., Powell, W. J., & Healy, A. (1983). Life outcomes and satisfaction ratings of multihandicapped adults: Developmental Medicine & Child Neurology Vol 25(5) Oct 1983, 625-631.
  • Wacker, D. P., Wiggins, B., Fowler, M., & Berg, W. K. (1988). Training students with profound or multiple handicaps to make requests via microswitches: Journal of Applied Behavior Analysis Vol 21(4) Win 1988, 331-343.
  • Wakefield, D. (2005). Profound and Multiple Learning Difficulties: Educational Psychology in Practice Vol 21(4) Dec 2005, 353-354.
  • Wanke-Greiner, K. (2005). Relationship work using songs. Aspects of developmental psychology in singing with multiple disordered adults: Musiktherapeutische Umschau Vol 26(2) 2005, 130-139.
  • Ward, J. L. (1981). A program for dependent handicapped students within the Calgary Catholic School Board: Mental Retardation Bulletin Vol 9(2-3) 1981, 97-111.
  • Watkins, L. T., Sprafkin, J. N., & Krolikowski, D. M. (1993). Using videotaped lessons to facilitate the development of manual sign skills in students with mental retardation: AAC: Augmentative and Alternative Communication Vol 9(3) Sep 1993, 177-183.
  • Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations: Research and Practice for Persons with Severe Disabilities Vol 30(3) Fal 2005, 113-120.
  • Welsh, R. L. (1985). Summer program of the Maryland School for the Blind: Journal of Visual Impairment & Blindness Vol 79(7) Sep 1985, 318.
  • Wheeler, J. J., Carter, S. L., Mayton, M. R., & Thomas, R. A. (2002). Structural analysis of instructional variables and their effects on task-engagement and self-aggression: Education & Training in Mental Retardation & Developmental Disabilities Vol 37(4) Dec 2002, 391-398.
  • Whelan, E. M., & Kretschmer, R. E. (1996). Hearing-impaired students with multiple disabilities as people who think, communicate, and feel: Volta Review Vol 98(5) Nov 1996, 221-232.
  • Wiebel, I., & Spies, F. (1983). Panel 6: Early intervention with children with multiple and/or massive disabilities: Fruhforderung interdisziplinar Vol 2(3) Jul-Sep 1983, 122-124.
  • Wilder, J., Axelsson, C., & Granlund, M. (2004). Parent-child interaction: A comparison of parents' perceptions in three groups: Disability and Rehabilitation: An International, Multidisciplinary Journal Vol 26(21-22) Nov 2004, 1313-1322.
  • Wilder, J., & Granlund, M. (2003). Behaviour style and interaction between seven children with multiple disabilities and their caregivers: Child: Care, Health and Development Vol 29(6) Nov 2003, 559-567.
  • William, J., Rickert, V., Hogan, J., Zolten, A. J., & et al. (1995). Children's Color Trails: Archives of Clinical Neuropsychology Vol 10(3) May-Jun 1995, 211-223.
  • Williams, J. K. (1990). Consumer skills for multiply handicapped students with low vision: RE:view Vol 21(4) Win 1990, 234-235.
  • Williams, T. (1985). The Mary Sheridan Unit: An evaluation of the effects of a hospital unit on the development of visually-impaired multiply handicapped children: Child Care, Health & Development Vol 11(1) Jan-Feb 1985, 1-12.
  • Wilson, D. A. (1974). Teaching multiply handicapped blind persons in a state hospital: New Outlook for the Blind Vol 68(8) Oct 1974, 337-343.
  • Wilson, P. G., Cuvo, A. J., & Davis, P. K. (1986). Training a functional skill cluster: Nutritious meal planning within a budget, grocery list writing, and shopping: Analysis & Intervention in Developmental Disabilities Vol 6(3) 1986, 179-201.
  • Winnett, R. L. (1989). Long-term care reconsidered: The role of the psychologist in the geriatric rehabilitation milieu: Journal of Applied Gerontology Vol 8(1) Mar 1989, 53-68.
  • Wittenstein, S. H. (1993). A parent-professional collaboration model of transitional planning: Journal of Visual Impairment & Blindness Vol 87(6) Jun 1993, 227-229.
  • Woods, G. E. (1979). Visual problems in the handicapped child: Child Care, Health & Development Vol 5(5) Sep-Oct 1979, 303-322.
  • Woods, R. W., & Lindsey, J. D. (1994). Perceived and actual mathematical competencies of children with visual impairments and learning disabilities: Psychological Reports Vol 74(1) Feb 1994, 238.
  • Wouters, H., Fonteyne, A., Lagae, L., & Stiers, P. (2006). Specific memory impairment in a multiple disabled male with fragile X syndrome and temporal lobe epilepsy: Developmental Medicine & Child Neurology Vol 48(5) May 2006, 378-382.
  • Yarnall, G. D. (1983). Comparison of operant and conventional audiometric procedures with multihandicapped (deaf-blind) children: Volta Review Vol 85(2) Feb-Mar 1983, 69-82.
  • Young, K. R., West, R. P., Howard, V. F., & Whitney, R. (1986). Acquisition, fluency training, generalization, and maintenance of dressing skills of two developmentally disabled children: Education & Treatment of Children Vol 9(1) Feb 1986, 16-29.
  • Yuker, H. E. (1988). Perceptions of severely and multiply disabled persons: Journal of the Multihandicapped Person Vol 1(1) Mar 1988, 5-16.
  • Zalsman, G., & Cohen, D. J. (1998). Multiplex developmental disorder: Israel Journal of Psychiatry and Related Sciences Vol 35(4) 1998, 300-306.
  • Zanier, D. J., McPhail, P. J., & Voelker, S. L. (1989). A microcomputer-aided mobility training program for the multiply handicapped: Mental Retardation & Learning Disability Bulletin Vol 17(1) 1989, 51-62.
  • Ziev, J. D., Johnson, P. I., & Schein, J. D. (1989). An empirical demonstration of the case-management approach to rehabilitation of multiply sensorially disabled clients: Journal of the American Deafness and Rehabilitation Association Vol 22(4) Apr 1989, 86-93.
  • Zijlstra, H. P., & Vlaskamp, C. (2005). The Impact of Medical Conditions on the Support of Children with Profound Intellectual and Multiple Disabilities: Journal of Applied Research in Intellectual Disabilities Vol 18(2) Jun 2005, 151-161.
  • Zijlstra, H. P., & Vlaskamp, C. (2005). Leisure provision for persons with profound intellectual and multiple disabilities: Quality time or killing time? : Journal of Intellectual Disability Research Vol 49(6) Jun 2005, 434-448.

Single case studiesEdit

  • Adams, C. D., & Drabman, R. S. (1995). Improving morning interactions: Beat-the-Buzzer with a boy having multiple handicaps: Child & Family Behavior Therapy Vol 17(3) 1995, 13-26.
  • Adams, W. (1980). Treatment of assaultive hair pulling in a multihandicapped youth: Journal of Autism and Developmental Disorders Vol 10(3) Sep 1980, 335-342.
  • Akuffo, E., MacSweeney, D. A., & Gajwani, A. K. (1986). Multiple pathology in a mentally handicapped individual: British Journal of Psychiatry Vol 149 Sep 1986, 377-378.
  • Alberto, P. A., Troutman, A. A., & Briggs, T. (1983). The use of negative reinforcement to condition a response in a deaf-blind student: Education of the Visually Handicapped Vol 15(2) Sum 1983, 43-50.
  • Antonucci, M., Lancioni, G. E., O'Reilly, M. F., Singh, N. N., Sigafoos, J., & Oliva, D. (2006). Enabling a Man With Multiple Disabilities and Limited Motor Behavior to Perform a Functional Task With Help of Microswitch Technology: Perceptual and Motor Skills Vol 103(1) Aug 2006, 83-88.
  • Antonucci, M., Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Sigafoos, J., Oliva, D., et al. (2006). A Writing Program with Word Prediction for a Young Man with Multiple Disabilities: A Preliminary Assessment: Perceptual and Motor Skills Vol 103(1) Aug 2006, 223-228.
  • Bailey, D. M., & DeFelice, T. (1991). Evaluating movement for switch use in an adult with severe physical and cognitive impairments: American Journal of Occupational Therapy Vol 45(1) Jan 1991, 76-79.
  • Baum, N. T. (1981). A multi-focal approach in the assessment and treatment of multi-handicapped adolescents: An individual case study: Dissertation Abstracts International.
  • Bowden, J., & Thorburn, J. (1993). Including a student with multiple disabilities and visual impairment in her neighborhood school: Journal of Visual Impairment & Blindness Vol 87(7) Sep 1993, 268-272.
  • Chan, J. B., & May, D. T. (1999). The impact of leisure options on the frequency and spontaneous communication production of a young child with multiple disabilities: British Journal of Developmental Disabilities Vol 45(88, Pt 1) Jan 1999, 26-37.
  • Dunnett, J. (1997). Nielsen's little room: Its use with a young blind and physically disabled girl: Journal of Visual Impairment & Blindness Vol 91(2) Mar-Apr 1997, 145-150.
  • Facon, B. (1992). Promoting leisure activities in a child with multiple handicaps: Revue Francophone de la Deficience Intellectuelle Vol 3(1) Jun 1992, 49-57.
  • Falk, R. E., & et al. (1973). Partial trisomy of chromosome 11: A case report: American Journal of Mental Deficiency Vol 77(4) Jan 1973, 383-388.
  • Friedin, B. D., Borakove, L. S., & Fox, K. T. (1982). Treatment of an abnormal avoidance of fluid consumption: Journal of Behavior Therapy and Experimental Psychiatry Vol 13(1) Mar 1982, 85-87.


DissertationsEdit

Because of the number of studies the dissertations in this area are listed on a seperate page Multiple disabilities - Dissertations

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