Engagement in Cooperative and Individual Tasks: Assessing the Performance and Preferences of Persons with Multiple Disabilities

Peer Interactions among Children with Profound Intellectual and Multiple Disabilities during Group Activities

“…Persons with PIMD often live in residential facilities and go to special day care centres and (special) schools where they get in contact with their peers (Lancioni et al . ). Research has pointed out that in day activity centres in the Netherlands, persons with PIMD spent almost 30% of their time to group activities with other persons with PIMD.…”

The nature of peer‐directed behaviours in children with profound intellectual and multiple disabilities and its relationship with social scaffolding behaviours of the direct support worker

“…; Lancioni et al . ) or behaviours needed to interact with peers (Anderson & Brady ; Foreman et al . ).…”

“…Research on peer interactions in persons with PIMD has mostly focused on peer interactions with typically developing peers neglecting their interactions in educational, residential and day facilities with peers with PIMD . Peer interactions of persons with PIMD are variously described as follows: directly observable behaviours (Brady et al 1991;Hanline 1993;Logan et al 1998;, dyadic interactions (Hunt et al 1996;Lancioni et al 2002) or behaviours needed to interact with peers (Anderson & Brady 1993;Foreman et al 2004). In the general developmental literature, a social interaction is defined as a dyadic, mutually rewarding activity that takes one or several turns in which the interaction partner is the focus (Beauchamp & Anderson 2010).…”

Ensinando Conceitos sobre a Pandemia com Símbolos Tangíveis

“…Podem ser usados para antecipar atividades em que os objetos funcionam como pistas perceptivas dentro de determinado contexto, como recursos de comunicação, atendendo aos propósitos da comunicação receptiva e expressiva, e podem ser usados para incentivar a criança a fazer escolhas (Rowland & Schweigert, 2009). Existem diversos termos utilizados como sinônimos de símbolos tangíveis, como, por exemplo: dicas de objetos (Lancioni et al, 2002), objetos de referência (Park, 1997), dicas de antecipação (Joffee & Rikhye, 1991), símbolos táteis (Lund & Troha, 2008) e pistas tangíveis (Rowland & Schweigert, 2009). A seguir, encontram-se os cinco cartões de símbolos tangíveis que foram elaborados para representar os conceitos sobre a pandemia da COVID-19.…”