I have often been inspired by the actions occuring in the UK. In the UK the term PMLD (Profound and Multiple Learning Disability) is used. I frequently look to the UK when I want to learn more about a topic, get advice, or see lobbying actions. Here are a few great links in the UK:
- http://www.pmldnetwork.org/ (this is a brilliant website)
- http://www.dundee.ac.uk/pamis/
- http://www.mencap.org.uk/pmld
- http://www2.northampton.ac.uk/education/home1/cesner/pmld-link
Welcome to PIMDA. PIMDA stands for profound intellectual and multiple disabilities Australia. PIMDA is Sheridan Forster's weblog about issues to do with people with profound intellectual and multiple disabilities (PIMD) in Australia. The purpose of PIMDA is to increase awareness of people with PIMD and the issues pertaining to this population. The other purpose of PIMDA is to build a network of interested people who can then work together to improve the lives of people with PIMD.
Followers
HOP
The HOP is a simple approach and attitude to spending time with people with PIMD. Click on the front cover to download your own copy.
What do you think the issues are?
About Me
- Sheridan
- I am a person interested in the lives of people with PIMD. I wear multiple hats including researcher, therapist, advocate, and friend. I strongly believe that in order to continue to improve the lives of adults with PIMD we need to acknowledge the specfic issues related to this group of people. The first step in this is acknowledging that there are a group of people who have PIMD, and although they are all individuals there are some issues that they share in common. I hope this weblog enables discussion of what some of these issues are.
Advocacy articles
- Longley, S., & Collins, G. J. (1994). The development of a non-verbal satisfaction measure for use with people who have severe or profound learning disabilities. British Journal of Developmental Disabilities, XL(79), 143-149.
- Porter, J., Ouvry, C., Morgan, M., & Downs, C. (2001). Interpreting the communication of people with profound and multiple learning difficulties. British Journal of Learning Disability, 29(1), 12-16.
- Ware, J. (2004). Ascertaining the views of people with profound and multiple learning disabilities. British Journal Learning Disability, 32(4), 175-179.
Arts and multi-sensory articles
- Ashby, M., Lindsay, W. R., Pitcaithly, D., Broxholme, S., & Geelen, N. (1995). Snoezelen: Its effects on concentration and responsiveness in people with profound multiple handicaps. British Journal of Occupational Therapy, 58(7), 303-307.
- Brodin, J. (2005). Diversity of aspects on play in children with profound multiple disabilities. Early Child Development and Care, 175, 635-646.
- Bunning, K. (1998). To engage or not to engage? Affecting the interactions of learning disabled adults. International Journal of Language and Communication Disorders, 33(Supplement), 386-391.
- Cuvo, A. J., May, M. M., & Post, T. M. (2001). Effects of living room, Snoezelen room, and outdoor activities on stereotypic behavior and engagement by adults with profound mental retardation. Research in Developmental Disabilities, 22, 183-204.
- Graham, J. (2004). Communicating with the uncommunicative: music therapy with pre-verbal adults. British Journal Learning Disability, 32(1), 24-29.
- Hogg, J., Cavet, J., Lambe, L., & Smeddle, M. (2001). The use of 'Snoezelen' as multisensory stimulation with people with intellectual disabilities: a review of the research. Research in Developmental Disabilities, 22, 353-372.
- Lindsay, W. R., Pitcaithly, D., Geelen, N., Buntin, L., Broxholme, S., & Ashby, M. (1997). A comparison of the effects of four therapy procedures on concentration and responsiveness in people with profound learning disabilities. Journal of Intellectual Disability Research, 41(3), 201-207.
- Logan, K. R., Jacobs, H. A., Gast, D. L., Smith, P. D., Daniel, J., & Rawls, J. (2001). Preferences and reinforcers for students with profound multiple disabilities: can we identify them? Journal of Developmental and Physical Disabilities, 13(2), 97-122.
- Matson, J. L., Bamburg, J. W., & Smalls, Y. (2004). An analysis of Snoezelen equipment to reinforce persons with severe or profound mental retardation. Research in Developmental Disabilities, 25(1), 89-95.
- Rainey Perry, M. M. (2003). Relating improvisational music therapy with severely and multiply disabled children to communication development. Journal of Music Therapy, XL(3), 227-246.
- Shapiro, M., Parush, S., Green, M., & Roth, D. (1997). The efficacy of the "Snoezelen" in the mangagement of children with mental retardation who exhibit maladaptive behaviours. British Journal of Developmental Disabilities, 43(2), 140-155.
- Singh, N. N., Lancioni, G. E., Winton, A. S. W., Molina, E. J., Sage, M., Brown, S., et al. (2004). Effects of Snoezelen room, activities of daily living skills training, and vocational skills training on aggression and self-injury by adults with mental retardation and mental illness. Research in Developmental Disabilities, 25(3), 285-293.
- Vlaskamp, C., & Nakken, H. (1999). Missing in execution therapies and activities for individuals with profound multiple disabilities. British Journal of Developmental Disabilities, 45(2), 99-109.
- Vlaskamp, C., de Geeter, K. I., Huijsmans, L. M., & Smit, I. H. (2003). Passive activities: the effectiveness of multisensory environments on the level of activity of individuals with profound multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 16, 135-143.
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