Promoting Mouth-Drying Responses to Reduce Drooling Effects by Persons with Intellectual and Multiple Disabilities: A Study of Two Cases

Autor/inn/en	Lancioni, Giulio E.; Singh, Nirbhay N.; O'Reilly, Mark F.; Sigafoos, Jeff; Oliva, Doretta; Smaldone, Angela; La Martire, Maria L.; Pichierri, Sabrina; Groeneweg, Jop
Titel	Promoting Mouth-Drying Responses to Reduce Drooling Effects by Persons with Intellectual and Multiple Disabilities: A Study of Two Cases
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (2011) 2, S.477-482 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2010.12.039
Schlagwörter	Multiple Disabilities; Stimulation; Intervals; Mental Retardation; Case Studies; Assistive Technology; Adults; Intervention; Program Effectiveness; Self Management + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Geistige Behinderung; Case study; Fallstudie; Case Study; Selbstmanagement
Abstract	This study assessed the use of microswitch technology to promote mouth-drying responses and thereby reduce the effects of drooling by two adults with severe intellectual and multiple disabilities. Mouth-drying responses were performed via a special napkin that contained pressure sensors, a microprocessor and an MP3 to monitor the responses and ensure positive stimulation contingent on them. Initially, the responses produced 10 or 15s of preferred stimulation. Subsequently, preferred stimulation was supplemented with matching periods of lower-grade stimulation to extend the inter-response intervals. Results showed that both participants (a) learned to dry their mouth consistently and reduce their chin wetness during the intervention, (b) stabilized their responding at lower frequencies as the lower-grade stimulation was added to the preferred stimulation, and (c) maintained the latter levels at a 3-month follow-up. Procedure and response conditions and outcome implications are discussed. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10