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claim is truthful. If a claim for <strong>the</strong> restoration of functions is made, at least two thorough between-group design experiments should be expected. With more modest claims, a series of single-case experiments (preferably with a waiting-list control group) would be sufficient. It is also possible that <strong>the</strong> positive anecdotal evidence for some of <strong>the</strong> interventions relates to <strong>the</strong> social-emotional interactions between staff and service users – regardless of <strong>the</strong> materials or ‘treatment’. Therefore ano<strong>the</strong>r interesting area for research could be <strong>the</strong> study of <strong>the</strong> interactions that occur while applying treatments such as Shantala Massage, Snoezelen, Therapeutic Touch or Haptonomy. In some of <strong>the</strong> <strong>the</strong>rapeutic interventions that are used, an ‘approach’ is stated and no clear directions, for example, a manual or guidelines for its use, are given. The availability of a manual or guidelines for <strong>the</strong> use of an intervention is necessary for evaluation. The lack of such guidelines means that a well-designed evaluation study will be impossible. The above-mentioned research efforts must be accompanied by fur<strong>the</strong>r discussion about <strong>the</strong> treatment forms used specifically by parents ei<strong>the</strong>r within <strong>the</strong> home (such as Brain Net) or outside (such as hyperbaric oxygen <strong>the</strong>rapy). This does not mean that <strong>the</strong>se types of <strong>the</strong>rapeutic intervention should be advised against in all cases. We need to be open to new ideas as well as to ideas that still lack scientific underpinning, but <strong>the</strong> rhetoric about <strong>the</strong> suitability and possible efficacy of <strong>the</strong>rapeutic interventions that are new or have not been validated must be replaced by empirical studies and an analysis of <strong>the</strong> functional role of <strong>the</strong> intervention in <strong>the</strong> measured outcome. Thereby, we can differentiate between wellintended but ungrounded <strong>the</strong>rapeutic interventions and <strong>the</strong>rapeutic interventions that are effective and beneficial and <strong>the</strong>refore may provide sound ‘treatment’ options for people with PIMD. References Ayers, A. J. (1972). Sensory Integration and learning disorders. Los Angeles: Western Psychological Services. Ashby, M., Lindsay, W. R., Pitcaithly, D., Broxholme, S., & Geelen, N. (1995). Snoezelen: its effects on concentration and responsiveness in people with 340 / Education and Training in Developmental Disabilities-September 2008 profound multiple handicaps. British <strong>Journal</strong> of Occupational Therapy, 58, 303306. Bidabe, L., & Lollar, J. M. (1990). MOVE (Mobility Opportunities Via Education) 3rd ed. Kern Country Superintendent of Schools, Bakersfield. Bienstein, C., & Fröhlich, A. (2003). Basale Stimulation in der Pflege. Seelze: Kallmeyer Verlag. Brody, J. F., Thomas, J. A., Brody, D. M., & Kucherawy, D. A. (1977). Comparison of sensory integration and operant methods for production of vocalization in profoundly retarded adults. Perceptual and Motor Skills, 44, 12831296. Courcey, K. (2001). Investigating Therapeutic Touch. The Nurse Practitioner, 26(11), 113. Close, W., Carpenter, M., & Cibiri, S. (1986). An evaluation study of sensory motor <strong>the</strong>rapy for profound retarded adults. Canadian <strong>Journal</strong> of Occupational Therapy, 53, 259264. Diego, M. A., Jones, N. A., & Field, T. (1998). Aroma<strong>the</strong>rapy positively affects mood, EEG patterns of alertness and math computations. International <strong>Journal</strong> of Neuroscience, 96, 217225. Dull, H. (1997). Watsu: Freeing <strong>the</strong> body in water. Middletown: Harbin Springs Publishing. Favell, J. E. (2005). Sifting sound practice from snake oil. In J. W. Jacobson, R. M. Foxx, & J. A. Mulick (Eds.), Controversial <strong>the</strong>rapies for developmental disabilities. Fad, fashion, and science in professional practice. Mahwah, New Jersey: Lawrence Erlbaum Associates. Fröhlich, A. D. (1991). Basale stimulation. Düsseldorf: Verl. Selbstbestimmtes Leben. Hogg, J. (1992). The administration of psychotropic and anticonvulsant drugs to children with profound intellectual disability and multiple impairments. <strong>Journal</strong> of Intellectual Disability Research, 36, 473– 488. Hogg, J., Cavet, J., Lambe, L., & Smeddle, M. (2001). The use of ‘Snoezelen’ as a multisensory stimulation with people with intellectual disabilities: a review of <strong>the</strong> research. Research in Developmental Disabilities, 22, 353372. Hulsegge, J., & Verheul, A. (1987). Snoezelen, ano<strong>the</strong>r world. A practical book of sensory experience environments for <strong>the</strong> mentally handicapped. Chesterfield: Rompa. Ionatamishvili, N. I., Tsverava, D. M., Loriya, M. Sh., Sheshaberidze, E. G., & Rukhadze, M. M. (2004). Riding <strong>the</strong>rapy as a method of rehabilitation of children with cerebral palsy. Human Physiology, 30, 561565. Jacobson, J. W., Foxx, R. M., & Mulick J. A. (2005). Controversial <strong>the</strong>rapies for developmental disabilities. Fad, fashion, and science in professional practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Jansen, E. R. (1990). Klankschalen; werking en gebruik. Diever: Binkey Kok.
Kapell, D., Nightingale, B., Rodriguez, A., Lee, J. H., Zigman, W. B., & Schupf, N. (1998). Prevalence of chronic medical conditions in adults with mental retardation: comparison with <strong>the</strong> general population. Mental Retardation, 36, 269179. Kaplan, H., Clopton, M., Kaplan, M., Messbauer, L., & McPherson, K. (2006). Snoezelen in multi-sensory environments: Task engagement and generalization. Research in Developmental Disabilities, 27, 443455. Lambeck, J., & Stanat, F. (2000). The Halliwick concept, part 1. <strong>Journal</strong> of Aquatic Physical Therapy, 8(2), 611. Leboyer, F. (1987). Shantala: Babymassage. Katwijk: Servire. Lindsay, W. R., Black, E., Broxholme, S., Pitcaithly, D., & Hornsby, N. (2001). Effects of four <strong>the</strong>rapy procedures on communication in people with profound intellectual disabilities. <strong>Journal</strong> of Applied Research in Intellectual Disabilities, 14, 110119. Loots, G., & Malschaert, E. (1999). The use in Belgium of developmental movement according to <strong>the</strong> work of Veronica Sherborne: a developmental psychology view. European <strong>Journal</strong> of Special Needs Education, 14, 221230. Lovaas, O. I. (1987). Behavioral treatment and normal education and intellectual functioning in young autistic children. <strong>Journal</strong> of Consulting and Clinical Psychology, 55, 3–9. Maddocks-Jennings, W., & Wilkinson, J. M. (2004). Aroma<strong>the</strong>rapy practice in nursing: a literature review. <strong>Journal</strong> of Advanced Nursing, 48, 93–103. McGee, J. J. (1992). Gentle teaching’s assumptions and paradigm. <strong>Journal</strong> of Applied Behavior Analysis, 25, 869872. McKinney, A., Dustin, D., & Wolff, R. (2001). The Promise of dolphin-assisted <strong>the</strong>rapy. Parks & Recreation, 36(5), 4651. Mount, H., & Cavet, J. (1995). Multi-sensory environments: an exploration of <strong>the</strong>ir potential for young people with profound and multiple learning difficulties. British <strong>Journal</strong> of Special Education, 22, 5255. Nakken, H., & Vlaskamp, C. (2006). Classification and assessment of persons with profound and multiple disabilities. <strong>Journal</strong> of Policy and Practice in Intellectual Disability, in press. Schrojenstein Lantman-de Valk, H. M. J., Akker, M. van den, Maaskant, M. A., Haveman, M. J., Urlings, H. F. J., Kessels, A.G. H., et al. (1997). Prev- alence and incidence of health problems in people with intellectual disability. <strong>Journal</strong> of Intellectual Disability Research, 41, 42–51. Rolandelli, P. S., & Dunst, C. J. (2003). Influences of hippo<strong>the</strong>rapy on <strong>the</strong> motor and social-emotional behavior of young children with disabilities. Bridges, 2, 114. Smith, T., Mruzek, D. W., & Mozingo, D. (2005). Sensory Integrative Therapy. In J. W. Jacobson, R. M. Foxx, & J. A. Mulick (Eds.), Controversial <strong>the</strong>rapies for developmental disabilities. Fad, fashion, and science in professional practice. Mahwah, New Jersey: Lawrence Erlbaum Associates. Putten, A. van der, Vlaskamp, C., Reynders, K., & Nakken, H. (2005a). Movement skill assessment in children with profound multiple disabilities: A psychometric analysis of <strong>the</strong> Top Down Motor Milestone Test. Clinical Rehabilitation, 19, 635643. Putten, A. van der, Vlaskamp, C., Reynders, K., & Nakken, H. (2005b). Children with Profound Intellectual and Multiple Disabilities: The effects of functional movement activities. Clinical Rehabilitation, 19, 613620. Thie, J. F. (2005). The complete edition Touch for Health: A practical guide to natural health using acupressure touch. Camarillo: De Vorss & Company. Upledger, J. E., & Vredevoogd, J. D. (1983). Cranio- Sacral <strong>the</strong>rapy. Vista: Eastland Press. Van Splunder, J., Stilma, J. S., Bernsen, R. M., Arentz, T. G., & Evenhuis, H. M. (2003). Refractive errors and visual impairment in 900 adults with intellectual disabilities in <strong>the</strong> Ne<strong>the</strong>rlands. Acta Ophthalmologica Scandinavica, 81, 123129. Veldman, F. R. (2003). Haptonomie: Wetenschap van de affectiviteit. Utrecht: Bijleveld. Vlaskamp, C., Geeter, K. de, Huijsmans, L., & Smit, I. (2003). Passive activities. The effectiveness of multi-sensory environments on <strong>the</strong> level of activity of individuals with profound multiple disabilities. <strong>Journal</strong> of Applied Research in Intellectual Disabilities, 16, 135145. Zijlstra, H. P., & Vlaskamp, C. (2005). The impact of medical conditions on <strong>the</strong> support of children with profound intellectual and multiple disabilities. <strong>Journal</strong> of Applied Research in Intellectual Disabilities, 18, 151161. Received: 25 October 2006 Initial Acceptance: 8 January 2007 Final Acceptance: 1 May 2007 Therapeutic Interventions / 341
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Education and Training in Developme
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Self-Determination in Relation to H
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ticipants (a) believed the<
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Field notes were used to document <
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ling information, medical history a
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Home. Jack lived with his mo<strong
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Page 23 and 24: Figure 1. Proposed intersection of
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Page 29 and 30: Despite Paula’s description of an
Page 31 and 32: The paraprofessionals at Harborvill
Page 33 and 34: Figure 2. Resultant intersection of
Page 35 and 36: learning opportunities relevant to
Page 37 and 38: Bouck, E. C. (2005). Service delive
Page 39 and 40: Thirty Year Review of Safety Skill
Page 41 and 42: TABLE 1 Safety Skill Studies Refere
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Page 49 and 50: treatment of a burn) may take sever
Page 51 and 52: created video programs to teach stu
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Page 55 and 56: TABLE 1—(Continued) Author(s) Mor
Page 57 and 58: trums, aggression) in a four-year-o
Page 59 and 60: (Quill, 1995). Furthe</stro
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Page 65 and 66: TABLE 1 Number of Facilities That U
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Page 71 and 72: ity being on the c
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Page 75 and 76: Definitions of Target Behaviors and
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Page 79 and 80: Figure 2. Bob’s performance data.
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Page 83 and 84: Figure 5. Eric’s performance data
Page 85 and 86: Figure 6. Jen’s performance data.
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TABLE 2 Leisure Activities Used in
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papers were removed and the
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was 68% (range 42% to 83%). In <str
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Teaching Test-taking Strategies to
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ing experiences beginning at <stron
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short essay question. Items were ei
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plication of the t
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Figure 2. Percent correct on <stron
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aseline probes, data were highly va
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