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Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability

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Date Issued:
2010
Summary:
The education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In this study, a multi-axis measure was developed to determine behavioral differences between an experimental group that underwent the therapy and a control group that performed a functional task in their classroom. Stereotypic behaviors were significantly reduced and gaze focus was enhanced within the therapy. The significance of these effects carried over when participants were returned to their classroom.
Title: Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability.
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Name(s): Leichner, Jared.
Harriet L. Wilkes Honors College
Type of Resource: text
Genre: Thesis
Issuance: multipart monograph
Date Issued: 2010
Publisher: Florida Atlantic University
Extent: iv, 60 p : ill. (some col.)
Language(s): English
Summary: The education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In this study, a multi-axis measure was developed to determine behavioral differences between an experimental group that underwent the therapy and a control group that performed a functional task in their classroom. Stereotypic behaviors were significantly reduced and gaze focus was enhanced within the therapy. The significance of these effects carried over when participants were returned to their classroom.
Identifier: 779475858 (oclc), 3335109 (digitool), FADT3335109 (IID), fau:1407 (fedora)
Note(s): by Jared Leichner.
Thesis (B.A.)--Florida Atlantic University, Honors College, 2010.
Includes bibliography.
Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.
Subject(s): Autism in adolescents -- Therapy
Children with disabilities -- Development
Autistic children -- Behavior modification
Social skills in children
Behavior therapy for children
Children with disabilities -- Education -- Language arts
Relaxation (Methodology)
Behaviorism (Psychology)
Held by: FBoU FAUER
Persistent Link to This Record: http://purl.flvc.org/FAU/3335109
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Host Institution: FAU

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