Assessing the effects of stimulation versus microswitch-based programmes on indices of happiness of students with multiple disabilities.

BACKGROUND: Stimulation and microswitch-based programmes are considered main strategies to promote indices of happiness in students with multiple disabilities. However, only limited attempts have been made to assess the relative effects of the two programmes. This study conducted such an assessment with seven students with multiple disabilities. METHODS: The first four phases of the study served to: (1) provide the students with a systematic exposure to each of the programmes; and (2) measure the programmes' effects on indices of happiness by comparing them with baseline levels. The fifth phase served to compare the programmes with each other. RESULTS: The first four phases of the study showed that the microswitch-based programme produced a significant increase in indices of happiness for all seven students, and the stimulation programme produced a significant increase for six students. During the fifth phase of the study (i.e. when the two programmes were alternated), the microswitch-based programme promoted significantly higher indices of happiness than the stimulation programme for four of the seven students. CONCLUSIONS: Microswitch-based programmes might be deemed preferable to stimulation programmes because they can promote higher or comparable indices of happiness while promoting the acquisition of adaptive responses and self-determination.

Evaluating the applicability of optic microswitches for eyelid responses in students with profound multiple disabilities.

PURPOSE: The two studies reported here served as replication and extension of preliminary research on the use of optic microswitches for eyelid responses with students with profound multiple disabilities. METHOD: In Study I, a young boy was taught to use the same combination of upward eyelid movement and optic microswitch utilized before. In Study II, an adolescent was taught to use a new combination of single blink response and optic microswitch. Study I included an ABAB sequence (in which A represented baseline and B intervention phases) and post-intervention checks. Study II included four phases assessing the effects of baseline, intervention, and non-contingent stimulation conditions. RESULTS: The results of Study I showed that the boy displayed high frequencies of the upward eyelid response during the intervention phases and post-intervention checks (suggesting learning effects). The results of Study II showed that the adolescent performed the single blink response at a significantly higher frequency during intervention as opposed to the other conditions (again suggesting learning effects). CONCLUSIONS: The results of Study I and Study II provide encouraging new evidence, with potentially important practical implications, about the applicability of eyelid responses and optic microswitches for students with profound multiple disabilities and minimal motor behaviour.