iPad and repeated reading to improve reading comprehension for young adults with intellectual disability

AbstractConsensus statements and clinical reports exist to guide the transition of youth from pediatric to adult healthcare services. Across the range of youth with no chronic health conditions to those with the most complex disabilities, the standards of practice continue to vary broadly across the country and internationally. Youth and young adults with combined conditions of epilepsy with intellectual disability are a small subset of the total population of young adults who share common needs. These include a system of supports that supplement each person's limitations in autonomy and self-management. Caregivers play significant roles in their lives, whether they are family members or paid direct service providers. Medical decision making and treatment adherence require specific adaptations for patients whose independence due to disability is unlikely. Key issues related to tuberous sclerosis complex, neurofibromatosis, and Rett and Sturge–Weber syndromes will be highlighted.

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A mixed-methods examination of the gap between intelligence and adaptive functioning in autistic young adults without intellectual disability

Autism ◽

10.1177/13623613211018334 ◽

2021 ◽

pp. 136236132110183

Author(s):

Nicole L Matthews ◽

Kyla Christenson ◽

Sarah Kiefer ◽

Christopher J Smith

Keyword(s):

Young Adults ◽

Intellectual Disability ◽

Statistical Analysis ◽

Qualitative Analysis ◽

Independent Living ◽

Adaptive Functioning ◽

Parent Report ◽

Intellectual Ability ◽

Standardized Assessments ◽

Service Needs

This study examined adaptive functioning, strategies used to develop adaptive functioning skills, and areas where additional services could benefit autistic young adults without intellectual disability. Participants were 21 autistic young adults and at least one parent of each young adult. Quantitative analyses replicated previous reports of an adaptive functioning disadvantage relative to intellectual functioning such that adaptive functioning standard scores were significantly lower than intelligence quotient scores. Qualitative analysis utilized grounded theory methodology and yielded a conceptual model describing the nature and development of adaptive functioning in this demographic. Together, findings provide a more nuanced understanding of the gap between intellectual and adaptive functioning in autistic young adults without intellectual disability. Lay abstract Adaptive functioning describes the age-appropriate skills necessary for independent living. Research suggests that autistic children, adolescents, and adults who do not have an intellectual disability demonstrate adaptive functioning challenges relative to their intellectual ability. Thus, even though many of these individuals have the intellectual capacity to excel in mainstream educational and vocational settings, their adaptive functioning challenges may serve as an obstacle to independence. The research on adaptive functioning in autistic adults is focused on statistical analysis of standardized assessments (e.g. parent-report on multiple choice questionnaires). Qualitative research that examines the narratives of young adults and their parents is needed to better understand adaptive functioning in young adults and their resulting service needs. This study combined statistical analysis of standardized assessments with qualitative analysis of interview responses from autistic young adults without intellectual disability and their parents. Findings replicated previous reports of adaptive functioning challenges and identified influences on adaptive functioning development, consequences of independence, and service needs. Taken together, findings indicate the need for interventions and services that facilitate adaptive functioning development in autistic adolescents and young adults and provide insight into potential intervention targets and strategies.

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Health promotion challenges for young adults living with intellectual disability and type 1 diabetes

Journal of Intellectual Disabilities ◽

10.1177/17446295211032767 ◽

2021 ◽

pp. 174462952110327

Author(s):

Anne L Marks ◽

Natasha Mahoney ◽

Yu-Wei Chen ◽

Reinie Cordier ◽

Angus Buchanan ◽

...

Keyword(s):

Health Promotion ◽

Type 1 Diabetes ◽

Young Adults ◽

Intellectual Disability ◽

Barriers And Facilitators ◽

Self Management ◽

Service Support ◽

Health Support ◽

Level Monitoring

Background: Self-management of type 1 diabetes mellitus (T1DM) can be challenging for people with intellectual disability. Often, parents provide health support due to lack of appropriate services outside the home. The study aim was to identify barriers and facilitators to T1DM self-management for young adults with intellectual disability and the implications for health promotion. Methods: Five male participants with intellectual disability, aged 17–26 years, and seven parents were interviewed between October 2017 and February 2019. Interview data were descriptively analysed. Findings: Two categories for barriers and facilitators were identified: 1) Diabetes self-management is complex (carbohydrate counting, blood glucose level monitoring, insulin therapy); 2) support for diabetes care (reliance on parents and carers, the National Disability Insurance Scheme, mainstream diabetes service support). Conclusions: Parents are critical for the support of people with intellectual disability and T1DM in the absence of disability staff with appropriate health skills.

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THE EFFECT OF REPEATED READING STRATEGY IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT THE EIGHT GRADE STUDENTSOF SMPN 36 PEKANBARU

ELT-Lectura ◽

10.31849/elt-lectura.v5i2.1679 ◽

2018 ◽

Vol 5 (2) ◽

pp. 191-199

Author(s):

Destina Kasriyati ◽

Maharani Maharani

Keyword(s):

Reading Comprehension ◽

Repeated Reading ◽

Reading Strategy ◽

Narrative Text ◽

Second Grade ◽

Average Score ◽

Generic Structure ◽

Post Test ◽

Receive Treatment ◽

And Control

Based on the result of observation that students got some difficulties to understand the content of reading comprehension, particularly main ideas, detail information, vocabulary, identify information, word reference and generic structure. The purpose of this research was to find whether the students who received in class experiment of repeated reading strategy had different skill in reading comprehension than students who did not receive treatment of the strategy at the second grade of SMPN 36 Pekanbaru. The design of this research was Experimental Research. This research was conducted on Jan 2018. The population of this research was the second grade of SMPN 36 Pekanbaru. The sample of this research were 2 classes as control and experiment class. Based on the test result, it was found that the average score of post-test was 85.33 and pre test was 71. It means that the result of post test was getting higher than pretest. In conclusion, the use of repeated reading strategy could increase students reading comprehension in narrative text. There was different ability between experment and control class.

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How to improve the transition process to independent living for adolescents with profound intellectual disabilities? Experiences from parents and employees.

10.21203/rs.3.rs-30226/v2 ◽

2020 ◽

Author(s):

Eirik Roos ◽

Erik Sondenaa

Keyword(s):

Young Adults ◽

Intellectual Disability ◽

Independent Living ◽

Early Stage ◽

Transition Process ◽

Main Question ◽

Burden Of Care ◽

Subjective Burden ◽

The Family ◽

Family Home

Abstract BackgroundThe transition process from the family home to independent living for young adults with profound intellectual disability (PID) becomes delayed. Those families face challenges that exceed those of typical families such as higher objective and subjective burden, more frequent psychological distress and lower social support. The aim of this study was to explore the collaboration process between parents and employees and identify factors that improve the transition with less burden.MethodsA descriptive qualitative study was undertaken with 18 persons (9 parents and 9 employees) interviewed individually and in groups. In accordance with the municipality`s guidelines, families with profound intellectual disability (PID) child should apply for housing, when the child turns 16. The purpose is to ensure interdisciplinary collaboration, information flow and coordinated services according to family’s needs. The main question in the interviews was ‘What was your experience with cooperation in the transition process, and what would you do to improve this process?’ The interviews were analysed with a thematic approach using systematic text condensation.ResultsThe parents experienced a lack of general information about the ‘housing waiting list’, level of services, and the plan for time of moving from the family home, and how to choose where and whom to live with. Parents described that they had an unsustainable burden of care during the waiting period, and a family crisis caused the allocation of an apartment in a group house. Employees shared challenges to meet families’ wishes, as there were too few group homes. They experienced good collaboration with families and said they offered respite care, due to reduce parents’ burden of care. Employees experienced that PID children developed skills, mastery and degrees of independence after completing a residency at the Folk High School.ConclusionsTo improve the transition process from family home to independent living for young adults with PID, the informants highlighted some factors to reduce the burden of care to families: 1) Systematic follow-up program for families to observe their needs at an early stage 2) More available group houses 3) Information about the housing-priorities of the services and 4) Educational preparing programs to families.

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Evaluating an E-Learning Application to Protect Vulnerable Users From Cyberbullying

Advances in Computational Intelligence and Robotics - Handbook of Research on Human-Computer Interfaces and New Modes of Interactivity ◽

10.4018/978-1-5225-9069-9.ch021 ◽

2019 ◽

pp. 385-404

Author(s):

Marian McDonnell ◽

Hannah O'Sheehan ◽

Irene Connolly

Keyword(s):

Young Adults ◽

Intellectual Disability ◽

Focus Group ◽

Emotional Response ◽

Usability Evaluation ◽

User Group ◽

Mixed Methods Design ◽

Moderate Intellectual Disability ◽

Significant Relationships ◽

E Learning

This research project evaluates Let's Be Safe, an e-learning application. This application aims to educate young adults with intellectual disability about cyberbullying—an issue prevalent among this population—and cybersafety. Twenty-two individuals with mild to moderate intellectual disability took part in the research. The study employed a mixed-methods design including observational and inquiry methods of usability evaluation as well as focus groups. The evaluation investigated the relationships between perceived aesthetics, emotional response, and usability for the application. The focus group gathered information from the participants regarding their knowledge and experience of cyberbullying and cybersafety. The analyses found no significant relationships between aesthetics, emotional response, and usability for this user group. However, the research gathered data, which will contribute to the development of Let's Be Safe. The findings of the focus group revealed that cyberbullying is an issue among this population.

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Evaluating an E-Learning Application to Protect Vulnerable Users From Cyberbullying

10.4018/978-1-6684-3542-7.ch015 ◽

2022 ◽

pp. 286-305

Author(s):

Marian McDonnell ◽

Hannah O'Sheehan ◽

Irene Connolly

Keyword(s):

Young Adults ◽

Intellectual Disability ◽

Focus Group ◽

Emotional Response ◽

Usability Evaluation ◽

User Group ◽

Mixed Methods Design ◽

Moderate Intellectual Disability ◽

Significant Relationships ◽

E Learning

This research project evaluates Let's Be Safe, an e-learning application. This application aims to educate young adults with intellectual disability about cyberbullying—an issue prevalent among this population—and cybersafety. Twenty-two individuals with mild to moderate intellectual disability took part in the research. The study employed a mixed-methods design including observational and inquiry methods of usability evaluation as well as focus groups. The evaluation investigated the relationships between perceived aesthetics, emotional response, and usability for the application. The focus group gathered information from the participants regarding their knowledge and experience of cyberbullying and cybersafety. The analyses found no significant relationships between aesthetics, emotional response, and usability for this user group. However, the research gathered data, which will contribute to the development of Let's Be Safe. The findings of the focus group revealed that cyberbullying is an issue among this population.

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Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

Child Language Teaching and Therapy ◽

10.1177/0265659019826252 ◽

2019 ◽

Vol 35 (1) ◽

pp. 75-88 ◽

Cited By ~ 1

Author(s):

Nuria Calet ◽

M. Carmen Pérez-Morenilla ◽

Macarena De los Santos-Roig

Keyword(s):

Reading Comprehension ◽

Reading Fluency ◽

Reading Intervention ◽

Reading Interventions ◽

Single Case ◽

Repeated Reading ◽

Conclusive Evidence ◽

Prosodic Features ◽

Single Case Design ◽

The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

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