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This paper examines the conditions for applying stimulation techniques in the treatment of children and adults with multiple disabilities. These techniques are generally stimulus-centered and fail to account for recent knowledge on sensorimotor development. Methods for studying and interpreting the profound reactions of people with multiple disabilities are lacking, as well as a method for conducting the stimulation in a didactical way. To remedy this situation, the author suggests drawing on developmental psychology, particularly research on sensorimotor and cognitive processes in infants without disabilities.