Ioana ȘERBAN, Andreea HATHAZI
Students with multiple disabilities may present many challenges regarding their development in areas such as cognition, language and communication, social interaction, emotional abilities, literacy, or behaviour. The speech and language therapist is a member of the multidisciplinary team which assesses, plans, and implements specific intervention programs for children with multiple disabilities. Most of these children are strongly dependent on their parents, teachers, or therapists for every activity they carry out through the day. Depending on their communication behaviour or patterns with a certain partner, children with multiple disabilities require individualized and/or personalized programmes of communication which may include specific strategies. This paper will present the differences between individualised and personalized approaches and will propose a reflective-based tool for assessment and intervention centred on developing communication abilities for children with multiple disabilities.
Keywords: communication, speech and language therapy, multiple disabilities, reflection journal, individualised approaches
Published on line: 03/31/2022
Bruce, S.M, Janssen, M.J., & Bashinski, S.M. (2016). Individualizing and Personalizing Communication and Literacy Instruction for Children who are Deafblind. Journal of Deafblind Studies on Communication. 2:73-87.
Desch LW, & Gaebler-Spira, D. (2008). Council on Children with Disabilities. Prescribing assistive-technology systems: focus on children with impaired communication. Pediatrics.121(6):1271–1280
Düzkantar, A., Öğülmüş, K., Altın, D., & Görgün, B. (2020). Review of International Studies on Multiple Disabilities, Sakarya University Journal of Education, 10(3), 532-559. doi: https://doi.org/10.19126/suje.670873.
Fogel, A. (1993). Developing through relationships. Origins of communication, self, and culture. Chicago: The University of Chicago Press.
Grove, N., Bunning, K., Porter, J., & Olsson, C. (1999). See What I Mean: Interpreting the Meaning of Communication by People with Severe and Profound Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 12(3): 190-203.
Hathazi, A. (2015). Dizabilitățile multiple. În A.Roșan (coord.), Psihopedagogie specială. Modele de evaluare și intervenție, (187-211). Iași: Polirom.
Hostyn, I., & Maes, B. (2009). Interaction between persons with profound intellectual and multiple disabilities and their partners: A literature review. Journal of Intellectual & Developmental Disability, 34(4), 296–312.
Houtrow, A., & Murphy, N. (2019); AAP COUNCIL ON CHILDREN WITH DISABILITIES. Prescribing Physical, Occupational, and Speech Therapy Services for Children with Disabilities. Pediatrics. 143(4): e20190285.
Janney, R. E. & Snell, M. E. (2011). Designing and implementing instruction of inclusive classes. In M. E. Snell and F. Brown (Eds.). Instruction of students with severe disabilities. 7th Edition. ( 224-256). Upper Saddle River, NJ: Pearson Education, Inc.
Kucirkova, N., Messer, D., & Whitelock, D. (2010). Shared personalised books: A practical solution to the challenges posed by home book reading interventions. Literacy Information and Computer Education Journal, 1(3), 186-19.
Martens, M. A. W., Janssen, M. J., Ruijssenaars, W. A. J. J. M., Huisman, M. & Riksen- Walraven, J. M. (2014). Intervening on affective involvement and expression of emotions in an adult with congenital deafblindness. Communication Disorders Quarterly, 36, 12- 20.
Miles, B. (2005). Literacy for persons who are deaf-blind. https://nationaldb.org/library/page/1935.
Miles, B. & Riggio. M. (Eds.). (1999). Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind, Watertown, MA: Perkins School for the Blind.
Nelson, C., van Dijk, J., McDonnell, A. P., & Thompson, K. (2002). A framework for understanding children with severe multiple disabilities. The van Dijk approach to assessment. Research & Practice for Persons with Severe Disabilities, 37 (2), 97-111.
Ostrosky, M.M., Donegan, M.M., & Fowler, S.A. (1998). Facilitating transitions across home, community, work, and school. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (437-470). Baltimore: Paul H. Brookes.
Rensfeldt Flink, A., Åsberg Johnels, J., Broberg, M. & Thunberg, G. (2020): Examining perceptions of a communication course for parents of children with profound intellectual and multiple disabilities, International Journal of Developmental Disabilities, DOI: 10.1080/20473869.2020.1721160
Roche, L.; Sigafoos, J.; Lancioni, G. E.; O’Reilly, M. F.; Green, V. A. (2015). Microswitch Technology for Enabling Self-Determined Responding in Children with Profound and Multiple Disabilities: A Systematic Review. Augmentative and Alternative Communication, 1–13. doi:10.3109/07434618.2015.1024888
Roche, L. (2017). Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities. Doctoral Thesis. Victoria University of Wellington.
Romski, M., Sevcik, R.A., Adamson, L.B., Smith, A., Cheslock, M., & Bakeman, R. (2011). Parent Perceptions of the Language Development of Toddlers with Developmental Delays Before and After Participation in Parent-Coached Language Interventions. American Journal of Speech-Language Pathology, 20, 111–118.
Ruppar, A. L., Gaffney, J. S., & Dymond, S. K. (2015). Influences on teachers’ decisions about literacy for secondary students with severe disabilities. Exceptional Children, 81(2), 209-226.
Van Keer, I., Colla, S., Van Leeuwen, K., Vlaskamp, C., Ceulemans, E., Hoppenbrouwers, K., Desoete, A., & Maes, B. (2017). Exploring parental behavior and child interactive engagement: A study on children with a significant cognitive and motor developmental delay. Research in Developmental Disabilities, 64, 131–142.
Warren, S., Brady, N. (2007). The role of maternal responsivity in the development of children with intellectual disabilities. Mental Retardation and Developmental Disabilities Research Reviews 13(4):330-338.
Wilder J, Granlund M. (2003). Behaviour style and interaction between seven children with multiple disabilities and their caregivers. Child Care Health Dev. 29:559–67.
Wilder, J. (2014). Communication with children and adolescents with multiple disabilities: A systematic review. Kalmar: Nationellt Kompetenscentrum Anhoeriga (NKA).
*** American Speech Language Hearing Association. (2016) – ASHA practice policy: scope of practice in speech-language pathology.