The Effects of Making Choices on Engagement Levels with Persons Who Are Profoundly Multiply Handicapped.

Although limited, the number of empirical studies with persons who are profoundly multiply handicapped continues to grow. In the area of teaching communication skills, persons with a variety of physical and sensory deficits are typically unable to express their needs. They require professionals to totally plan and arrange daily programming schedules. The following research evaluated (on rates of responding) the effects of individuals selecting leisure items with which they wanted to interact. The results showed that when individuals were able to make choices, their rates of interacting with leisure materials increased. These results are discussed in terms of future programming and research with this population. Training communication skills in persons receive fluids, when to check diapers, etc., who are profoundly multiply handicapped which have all been meticulously scheduled has received little attention by researchers. to insure a reasonable rhythm/quality of life. Reasons for this might include the difficulty Those persons who are profoundly multi in working with these individuals due to proply handicapped have been receiving increas found physical and sensory handicaps or, the ing amounts of attention over the last few ease in working with individuals who are years due to the high cost required to main higher functioning, more responsive, and not tain their programs. The demand for more as severely handicapped. In institutional setprofessional and paraprofessional staff, envi tings, the mandate by society and governmenronmental improvements, and state of the art tal agencies is that ALL individuals are to be learning materials requires additional funds served no matter how severe their handicaps in order to meet these needs. Efforts have are (Wyatt, 1972). been made to look at the types of services Training programs in institutional settings provided to these persons (Favell, Risley, for persons who are mentally retarded are Wolfe, Riddle, & Rasmussen, 1981) and to typically very structured. Usually, once a year actively increase these clients' interaction in all disciplines conduct evaluations and then their environment through the use of meet to review past programs. Decisions are adapted leisure materials which have been made regarding programming for the upmodified for easier activation with a wide coming year. This very infrequently involves array of microswitches such as mercury the client or their parent/guardian. The reswitches, leaf switches, or pedal switches, suits of such programming results in wakeWhile research has shown that persons up, breakfast, school, rest periods, when to who are profoundly multiply handicapped can learn to operate switches which in turn operate leisure materials (Realon, Favell, & Preparation of this article was supported in part Dayvault, 1988), little or no research has by the Department of Human Resources, State of looked at how these individuals might be able North Carolina Grant #85S19 to Rodney E. Reato make choices (i.e., what types of leisure ma lon. The authors gratefully acknowledge the assisterials they would like to play with). Dattilo tance of Kay Ormand for conducting training sesand Rusch (1985) conducted one of the only sions, to j. Iverson Riddle for support of this restudies Qn the effects of choke maki wkh search, and to the residents and staff of Magnolia , , , , ,• , . , , . 0 . children who are severely handicapped. The who have participated or helped in our research , r . 1 . r, . , results or their study showed that each child over the years. 7 Correspondence concerning this manuscript showed hlgher rates of switch activation in a should be addressed to Rodney E. Realon, Willow free operant situation where activating a Cottage, Western Carolina Center, Morganton, switch resulted in a television operating for NC 28655. 12 seconds. The noncontingent operation of Making Choices / 299 This content downloaded from 157.55. 39.186 on Sun, 09 Oct 2016 04:21:49 UTC All use subject to http://about.jstor. org/terms chosen leisure item versus instructor selected