Abstract
Theories of learning and engagement in persons with profound intellectual and multiple disability (PIMD) are essential as a basis for empirical investigations into the effectiveness or otherwise of educational and other interventions. In this paper, a selected descriptive analysis of observational data on the social and communicative experiences of a sample of eight school students aged between 5 and 13 with profound intellectual and multiple disability is reported. The observed frequency of various socio-communicative phenomena as well as potential relationships amongst social groupings and communication indicators in two types of school settings are outlined. These results inform a concluding discussion of theoretical perspectives on the nature of inputs to, and responses indicative of learning in this population of individuals with high and complex support needs.
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MAK: designed and co-led the study, facilitated the data analyses and wrote the paper. PF: co-led the design and writing of the study. BM: contributed key conceptual and theoretical material for the paper. KC: led the data analyses and generated figures and tables. GL: provided conceptual input and collaborated in the writing and editing of the final manuscript.
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The project that enabled this data collection was funded by the Australian Research Council (ARC), Project 0772492. Ethical approval was provided by The University of Newcastle Human Ethics Committee, Approval H-590-0907.
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Informed written consent was given by all participants or their caregivers, within Ethical Approval H-590-0907.
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Arthur-Kelly, M., Foreman, P., Maes, B. et al. Observational Data on Socio-Communicative Phenomena in Classrooms Supporting Students with Profound Intellectual and Multiple Disability (PIMD): Advancing Theory Development on Learning and Engagement Through Data Analysis. Adv Neurodev Disord 2, 25–37 (2018). https://doi.org/10.1007/s41252-017-0045-1
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DOI: https://doi.org/10.1007/s41252-017-0045-1