scholarly journals The Effects of the Big 6 + 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability

2020 ◽  
Vol 13 (4) ◽  
pp. 955-960
Author(s):  
Luca Vascelli ◽  
Silvia Iacomini ◽  
Giada Gueli ◽  
Carlo Cavallini ◽  
Iris Pelizzoni ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Daily Living ◽  
Skills Training ◽  
Daily Living Skills ◽  
Living Skills

scholarly journals The contribution of Information and Communication Technologies to the improvement of the adaptive skills and the social inclusion of students with intellectual disability

2021 ◽  
Vol 10 (4) ◽  
pp. e47010413046
Author(s):  
Arhondoula Alexopoulou ◽  
Alexandra Batsou ◽  
Athanasios Drigas
Keyword(s):  
Intellectual Disability ◽  
Information And Communication Technologies ◽  
Daily Living ◽  
Social Inclusion ◽  
Communication Technologies ◽  
Daily Living Skills ◽  
Adaptive Skills ◽  
Fine Motor ◽  
Information And Communication ◽  
Living Skills

The contribution of Information and Communication Technologies (ICTs) to the improvement of daily living skills of students with intellectual disability is a topic that has been of great concern to scientists in recent years. In the present systematic review, there has been an attempt to explore the potential of new technologies for the education, the improvement of the adaptive skills and the academic and social inclusion of students with intellectual disability, since they comprise a large part of the population with special educational needs. The review includes research of the last seventeen years on daily living skills, literacy, learning geometric concepts and shapes, focused attention, gross and fine motor skills, and visual-motor coordination. We consider that learning is facilitated with the use of ICTs, as students with intellectual disability are enabled to have equal access to innovative programs, curricula and classroom participation. Moreover, the training and education programs provided through ICTs seem to have a substantial and permanent impact on the quality of their lives, finally aiming at their social and vocational inclusion.

scholarly journals The Effect of Video Modeling and Video Prompting Interventions on Individuals With Intellectual Disability: A Systematic Literature Review

2018 ◽  
Vol 34 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Jiyoon Park ◽  
Emily Bouck ◽  
Ana Duenas
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
Video Modeling ◽  
Daily Living ◽  
Constant Time Delay ◽  
Daily Living Skills ◽  
Video Prompting ◽  
Different Types ◽  
Based Instruction ◽  
Living Skills

A popular technology-based intervention is video-based instruction (VBI). VBI is known to be effective in teaching various skills to individuals with intellectual disability. Although many researchers have taught this population various skills using video modeling and/or prompting, none have conducted a literature review for this population. The purpose of this review was to analyze different types of VBI (i.e., video modeling, video prompting) used in intervention research, the skills taught using these methods, and their effectiveness. The findings demonstrate both video modeling and video prompting were used to similar extents, daily/living skills were taught more often, and many studies combined video modeling or video prompting interventions with additional strategies (e.g., error correction, constant time delay).

scholarly journals Examining the Effectiveness of Video Instruction on Teaching Daily Living Skills to Adolescents and Young Adults With Intellectual Disability

2018 ◽  
Vol 3 (2) ◽  
pp. 6 ◽  
Author(s):  
Annemarie L. Horn
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Adolescents And Young Adults ◽  
Video Instruction ◽  
Target Skills ◽  
Based Instruction ◽  
Living Skills

Independently performing essential daily living skills enables individuals to become more self-sufficient adults. Those with intellectual disability (ID) tend to require direct instruction and repetition to successfully aquire everyday tasks. Many adults with ID continue to show deficits in this domain, affecting independent living abilities (Luftig & Muthert, 2005). Video-based instruction holds promise in increasing autonomous functioning while decreasing reliance on staff. This review of the literature examines the effectiveness of using video instruction (VI) to teach daily living skills to adolescents and young adults with ID. Acquisition, generalization, and maintenance of target skills are examined across the literature. A total of 12 empirical articles on VI were reviewed, all published between 2006-2017. Findings support the use of VI when teaching daily living skills to adolescents and adults with mild or moderate ID. Implications for research and practice are offered.

Depression in Adults with Intellectual Disability. Part 1: A Review

1997 ◽  
Vol 31 (2) ◽  
pp. 232-242 ◽  
Author(s):  
Julian P. Davis ◽  
Fiona K. Judd ◽  
Helen Herrman
Keyword(s):  
Intellectual Disability ◽  
Clinical Features ◽  
Daily Living ◽  
Case Reports ◽  
Reliability And Validity ◽  
Sound Studies ◽  
Daily Living Skills ◽  
Treatment Of Depression ◽  
Living Skills ◽  
Psychiatric Problems

Objective: To examine the available literature regarding prevalence, clinical features and treatment of depression in adults with intellectual disability (ID). Method: A review of standard texts of ID and available literature examining psychiatric problems of individuals with ID. Results: Few methodologically sound studies of prevalence have been reported. The clinical features of depression in adults with ID appear to vary with level of disability; in those with higher levels of disability in particular, irritability and anger, self-injurious and aggressive behaviour, psychomotor change and loss of activities of daily living skills may be observed rather than ‘classic’ depressive symptoms. No systematic treatment studies have been reported; case reports support the efficacy of cognitive and behavioural strategies, antidepressants and electroconvulsive therapy. Conclusions: Well designed studies to assess the prevalence and evaluate the treatment of depression in individuals with ID are urgently needed. Design of these studies will need to address the questions of reliability and validity of diagnosis in individuals with ID and examine the appropriateness of available diagnostic criteria.

Waking up in the morning (WUIM): A transmedia project for daily living skills training

2021 ◽  
pp. 1-26
Author(s):  
Polyxeni Kaimara ◽  
Andreas C. Oikonomou ◽  
Ioannis Deliyannis ◽  
Agnes Papadopoulou ◽  
George Miliotis ◽  
...  
Keyword(s):  
Special Education ◽  
Daily Living ◽  
Independent Living ◽  
Participatory Design ◽  
Formative Evaluation ◽  
Skills Training ◽  
Daily Living Skills ◽  
Special Educational Needs ◽  
Waking Up ◽  
Living Skills

BACKGROUND: One of the most serious concerns of parents, caregivers, teachers and therapists is children’s independent living, particularly of those with special educational needs (SEN). Purpose-built programs for the acquisition of independent living skills are considered a priority in special education settings. The main problem is the inefficacy of detached interventions to meet the needs of as many students as possible. OBJECTIVE: Our response is to create transmedia applications for inclusive learning environments. To this end, we have taken a participatory design approach to develop a project for Daily Living Skills Training by combining special education pedagogies, filmic methods, game design and innovative technologies. In this paper, we present the design and development of Waking up In the Morning (WUIM), and its improvement through user-based and expert-based evaluations by students, therapists and developers. The main research purpose is to confirm if: (1) the final products of the WUIM project could be educational resources for students with SEN and (2) the common gaming experience could promote collaborative learning, regardless of students’ cognitive profile. METHODS: During the alpha phase, we developed and improved WUIM. In July 2020, we implemented and evaluated WUIM in special education settings (beta-phase). More specifically, a quantitative and qualitative formative evaluation was conducted with children who have developmental disabilities (N= 11), their therapists (N= 7) and developers (N= 2). Methods of data collection included questionnaires filled in by therapists and developers, participant observation by researchers and interviews with children. RESULTS: The results of the formative evaluation were generally positive regarding four-factor groups that shape the learning experience: Content, Technical characteristics, User state of mind, Characteristics that allow learning. After the design team reviewed the potential users and experts’ comments that were mainly related to the user interface, the application was improved. CONCLUSIONS: The two hypotheses have been largely confirmed. Overall, we propose a simplified development process that showcases the importance of arts-based methods and aesthetics which deliver representational fidelity. The study reveals the necessity of developing transmedia learning materials to meet each individual’s needs.

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