Skip to main content
Log in

Self-Regulated Versus Staff-Regulated Stimulation for Promoting Indices of Satisfaction in Persons with Severe/Profound and Multiple Disabilities

  • ORIGINAL ARTICLE
  • Published:
Journal of Developmental and Physical Disabilities Aims and scope Submit manuscript

Abstract

People with severe/profound and multiple disabilities may receive insufficient stimulation and correspondingly show low levels of happiness (satisfaction). Various stimulation strategies have been proposed to address this situation. This study aimed to extend the assessment of two of those strategies (i.e., self-regulated and staff-regulated stimulation strategies) with 12 participants who were exposed to each strategy. During intervention sessions with self-regulated stimulation, the participants sat at a desk and received stimulation if they pushed a panel in front of them thus activating a smartphone’s proximity sensor. During intervention sessions with staff-regulated stimulation, they sat at a desk and received stimulation independent of any response. All participants showed increases in indices of satisfaction with self-regulated stimulation. Nine of them also showed such increases with staff-regulated stimulation. The participants’ level of satisfaction during self-regulated stimulation sessions was frequently higher than that observed during staff-regulated stimulation sessions. Staff personnel interviewed about the two strategies provided higher scores for self-regulated stimulation. The self-regulated stimulation strategy may be considered preferable to the staff-regulated stimulation strategy because of its impact on participants’ satisfaction and active responding.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Balboni, G., Belacchi, C., Bonichini, S., & Coscarelli, A. (2016). Vineland II. Vineland Adaptive Behavior Scales (2nd ed.). Firenze: Standardizzazione Italiana: OS.

  • Barlow, D. H., Nock, M., & Hersen, M. (2009). Single-case experimental designs (3rd ed.). New York: Allyn & Bacon.

    Google Scholar 

  • Blain-Moraes, S., & Chau, T. (2012). Challenges of developing communicative interaction in individuals with congenital profound intellectual and multiple disabilities. Journal of Intellectual and Developmental Disability, 37, 348–359.

    PubMed  Google Scholar 

  • Brown, I., Hatton, C., & Emerson, E. (2013). Quality of life indicators for individuals with intellectual disabilities: Extending current practice. Intellectual and Developmental Disabilities, 51, 316–332.

    PubMed  Google Scholar 

  • Carter, M., & Stephenson, J. (2012). The use of multi-sensory environments in schools servicing children with severe disabilities. Journal of Developmental and Physical Disabilities, 24, 95–109.

    Google Scholar 

  • Chan, S. W., Thompson, D. R., Chau, J. P., Tam, W. W., Chiu, I. W., & Lo, S. H. (2010). The effects of multisensory therapy on behaviour of adult clients with developmental disabilities: A systematic review. International Journal of Nursing Studies, 47, 108–122.

    PubMed  Google Scholar 

  • Channon, A. (2014). Intellectual disability and activity engagement: Exploring the literature from an occupational perspective. Journal of Occupational Science, 21, 443–458.

    Google Scholar 

  • Darling, J. A., & Circo, D. K. (2015). Measuring happiness in individuals with profound multiple disabilities. Research in Developmental Disabilities, 47, 117–125.

    PubMed  Google Scholar 

  • De Giorgio, A. (2017). The roles of motor activity and environmental enrichment in intellectual disability. Somatosensory & Motor Research, 34, 34–43.

    Google Scholar 

  • Dillon, C. M., & Carr, J. E. (2007). Assessing indices of happiness and unhappiness in individuals with developmental disabilities: A review. Behavioral Interventions, 22, 229–244.

    Google Scholar 

  • Fava, L., & Strauss, K. (2010). Multi-sensory rooms: Comparing the effects of the snoezelen and the stimulus preference environment on the behavior of adults with profound mental retardation. Research in Developmental Disabilities, 31, 160–171.

    PubMed  Google Scholar 

  • Green, C. W., & Reid, D. H. (1999a). A behavioral approach to identifying sources of happiness and unhappiness among individuals with profound multiple disabilities. Behavior Modification, 23, 280–293.

    PubMed  Google Scholar 

  • Green, C. W., & Reid, D. H. (1999b). Reducing indices of unhappiness among individuals with profound multiple disabilities during therapeutic exercise routines. Journal of Applied Behavior Analysis, 32, 137–147.

    PubMed  PubMed Central  Google Scholar 

  • Green, C. W., Gardner, S. M., & Reid, D. H. (1997). Increasing indices of happiness among people with profound multiple disabilities: A program replication and component analysis. Journal of Applied Behavior Analysis, 30, 217–228.

    PubMed Central  Google Scholar 

  • Hagopian, L. P., Long, E. S., & Rush, K. S. (2004). Preference assessment procedures for individuals with developmental disabilities. Behavior Modification, 28, 668–677.

    PubMed  Google Scholar 

  • Hastie, T., Tibshirani, R., & Friedman, J. (2013). The elements of statistical learning: Data mining, inference, and prediction (2nd ed.). New York: Springer.

    Google Scholar 

  • Hooper, J., Wigram, T., Carson, D., & Lindsay, B. (2008). A review of the music and intellectual disability literature (1943-2006) part two: Experimental writing. Music Therapy Perspectives, 26, 80–96.

    Google Scholar 

  • Hostyn, I., & Maes, B. (2013). Interaction with a person with profound intellectual and multiple disabilities: A case study in dialogue with an experienced staff member. Journal of Intellectual and Developmental Disabilities, 38, 189–204.

    Google Scholar 

  • Ivancic, M. T., Barrett, G. T., Simonow, A., & Kimberly, A. (1997). A replication to increase happiness indices among some people with profound multiple disabilities. Research in Developmental Disabilities, 18, 79–89.

    PubMed  Google Scholar 

  • Kamstra, A., van der Putten, A. A. J., & Vlaskamp, C. (2015a). The structure of informal social networks of persons with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 28, 249–256.

    PubMed  Google Scholar 

  • Kamstra, A., van der Putten, A. A. J., Post, W. J., & Vlaskamp, C. (2015b). Informal social networks of people with profound intellectual and multiple disabilities: Relationship with age, communicative abilities and current living arrangements. Journal of Applied Research in Intellectual Disabilities, 28, 159–164.

    PubMed  Google Scholar 

  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.

    Google Scholar 

  • Kazdin, A. E. (2012). Behavior modification in applied settings (7th ed.). New York: Waveland.

    Google Scholar 

  • 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, 50, 739–747.

    PubMed  Google Scholar 

  • Lancioni, G., O’Reilly, M., Singh, N., Sigafoos, J., Didden, R., Oliva, D., et al. (2007). Effects of microswitch-based programs on indices of happiness of students with multiple disabilities: A new research evaluation. American Journal on Mental Retardation, 112, 167–176.

    PubMed  Google Scholar 

  • Lancioni, G. E., Bosco, A., De Caro, M. F., Singh, N. N., O’Reilly, M. F., Green, V. A., et al. (2015). Effects of response-related music stimulation versus general music stimulation on the positive participation of patients with Alzheimer’s disease. Developmental Neurorehabilitation, 18, 169–176.

    PubMed  Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Alberti, G., Perilli, V., et al. (2017). Promoting functional activity engagement in people with multiple disabilities through the use of microswitch-aided programs. Frontiers in Public Health, 5, 205. https://doi.org/10.3389/fpubh.2017.00205.

    Article  PubMed  PubMed Central  Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Campodonico, F., Oliva, D., et al. (2018). Using microswitch-aided programs for people with multiple disabilities to promote stimulation control and mild physical exercise. Journal of Intellectual and Developmental Disability, 43, 242–250.

    Google Scholar 

  • Lancioni, G., O’Reilly, M., Sigafoos, J., Alberti, G., Campodonico, F., & Chiariello, V. (2019a). Promoting occupational engagement and personal satisfaction in people with neurodevelopmental disorders via a smartphone-based intervention. Advances in Neurodevelopmental Disorders, 3, 259–266.

    Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Alberti, G., Campodonico, F., et al. (2019b). Non-ambulatory people with intellectual disabilities practice functional arm, leg or head responses via a smartphone-based program. Journal of Developmental and Physical Disabilities, 31, 251–265.

    Google Scholar 

  • Lindauer, S. E., DeLeon, I. G., & Fisher, W. W. (1999). Decreasing signs of negative affect and correlated self-injury in an individual with mental retardation and mood disturbances. Journal of Applied Behavior Analysis, 32, 103–106.

    PubMed  PubMed Central  Google Scholar 

  • Luiselli, J. K., Bass, J. D., & Whitcomb, S. A. (2010). Teaching applied behavior analysis knowledge competencies to direct-care service providers: Outcome assessment and social validation of a training program. Behavior Modification, 34, 403–414.

    PubMed  Google Scholar 

  • Makel, M. C., & Plucker, J. A. (2014). Facts are more important than novelty: Replication in the education sciences. Educational Researcher, 43, 304–316.

    Google Scholar 

  • Matos, A., Rocha, T., Cabral, L., & Bessa, M. (2015). Multi-sensory storytelling to support learning for people with intellectual disability: An exploratory didactic study. Procedia Computer Science, 67, 12–18.

    Google Scholar 

  • Mechling, L. C. (2006). Comparison of the effects of three approaches on the frequency of stimulus activations, via a single switch, by students with profound intellectual disabilities. Journal of Special Education, 40, 94–102.

    Google Scholar 

  • Munde, V., & Vlaskamp, C. (2015). Initiation of activities and alertness in individuals with profound intellectual and multiple disabilities. Journal of Intellectual Disability Research, 59, 284–292.

    PubMed  Google Scholar 

  • Munde, V. S., Vlaskamp, C., Maes, B., & Ruijssenaars, A. J. J. M. (2014). Catch the wave! Time-window sequential analysis of alertness stimulation in individuals with profound intellectual and multiple disabilities. Child: Care, Health and Development, 40, 95–105.

    Google Scholar 

  • Pedhazur, E., & Schmelkin, L. (1991). Measurement design and analysis: An integrated approach. New York: Psychology Press.

    Google Scholar 

  • Penne, A., Ten Brug, A., Munde, V., Van der Putten, A., Vlaskamp, C., & Maes, B. (2012). Staff interactive style during multisensory storytelling with persons with profound intellectual and multiple disabilities. Journal of Intellectual Disability Research, 56, 167–178.

    PubMed  Google Scholar 

  • Pierce, W. D., & Cheney, C. D. (2008). Behavior analysis and learning (4th ed.). New York: Psychology Press.

    Google Scholar 

  • 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, 31, 246–258.

    PubMed  Google Scholar 

  • Shih, C. H., Shih, C. T., Lin, K. T., & Chiang, M. S. (2009). Assisting people with multiple disabilities and minimal motor behavior to control environmental stimulation through a mouse wheel. Research in Developmental Disabilities, 30, 1413–1419.

    PubMed  Google Scholar 

  • Shih, C. H., Chiang, M. L., & Shih, C. T. (2010). A new limb movement detector enabling people with multiple disabilities to control environmental stimulation through limb swing with a gyration air mouse. Research in Developmental Disabilities, 31, 875–880.

    PubMed  Google Scholar 

  • Shih, C. T., Shih, C. H., & Luo, C. H. (2013). Assisting people with disabilities in actively performing physical activities by controlling the preferred environmental stimulation with a gyration air mouse. Research in Developmental Disabilities, 34, 4328–4333.

    PubMed  Google Scholar 

  • Siegel, S., & Castellan, N. J. (1988). Nonparametric statistics (2nd ed.). New York: McGraw-Hill.

    Google Scholar 

  • Sparrow, S., Cicchetti, D., & Balla, D. (2005). Vineland-II adaptive behavior scales (2nd ed.). Minneapolis: Pearson.

    Google Scholar 

  • Tam, G. M., Phillips, K. J., & Mudford, O. C. (2011). Teaching individuals with profound multiple disabilities to access preferred stimuli with multiple microswitches. Research in Developmental Disabilities, 32, 2352–2361.

    PubMed  Google Scholar 

  • Ten Brug, A., Van der Putten, A. A. J., Penne, A., Maes, B., & Vlaskamp, C. (2015). Factors influencing attentiveness of people with profound intellectual and multiple disabilities to multisensory storytelling. Journal of Policy and Practice in Intellectual Disabilities, 12, 190–198.

    Google Scholar 

  • Ten Brug, A., Van der Putten, A. A. J., Penne, A., Maes, B., & Vlaskamp, C. (2016). Making a difference? A comparison between multi-sensory and regular storytelling for persons with profound intellectual and multiple disabilities. Journal of Intellectual Disability Research, 60, 1043–1053.

    PubMed  Google Scholar 

  • Vlaskamp, C., & Nakken, H. (2008). Therapeutic interventions in the Netherlands and Belgium in support of people with profound intellectual and multiple disabilities. Education and Training in Developmental Disabilities, 43, 334–341.

    Google Scholar 

  • Wehmeyer, M. L. (1998). Self-determination and individuals with significant disabilities: Examining meanings and misinterpretations. Journal of the Association for Persons with Severe Handicaps, 23, 5–16.

    Google Scholar 

  • Wehmeyer, M. L., & Shogren, K. A. (2016). Self-determination and choice. In N. N. Singh (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities (pp. 561–584). New York: Springer.

    Google Scholar 

  • Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., & Little Aaron Boulton, T. D. (2012). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78, 135–153.

    PubMed  Google Scholar 

  • Whalley Hammell, K. (2015). Quality of life, participation and occupational rights: A capabilities perspective. Australian Occupational Therapy Journal, 62, 78–85.

    Google Scholar 

  • Whalley Hammell, K. R., & Iwama, M. K. (2012). Well-being and occupational rights: An imperative for critical occupational therapy. Scandinavian Journal of Occupational Therapy, 19, 385–394.

    PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Giulio E. Lancioni.

Ethics declarations

Conflict of Interest

The authors report no conflicts of interest.

Ethical Approval

Approval for the study was obtained from a relevant Ethics Committee. All procedures performed were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed Consent

Written informed consent for the participants’ involvement in the study was obtained from their legal representatives.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lancioni, G.E., Singh, N.N., O’Reilly, M.F. et al. Self-Regulated Versus Staff-Regulated Stimulation for Promoting Indices of Satisfaction in Persons with Severe/Profound and Multiple Disabilities. J Dev Phys Disabil 33, 137–152 (2021). https://doi.org/10.1007/s10882-020-09737-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10882-020-09737-x

Keywords

Navigation