Examining Digital Messaging Applications for Postsecondary Students With Intellectual Disability

2019 ◽  
Vol 34 (3) ◽  
pp. 190-203
Author(s):  
Cate C. Smith ◽  
David F. Cihak ◽  
Don D. McMahon ◽  
Mari Beth Coleman
Keyword(s):  
Intellectual Disability ◽  
Communication Skills ◽  
Digital Communication ◽  
Postsecondary Students ◽  
Communicative Interactions ◽  
Use Of Technology ◽  
Technology Applications ◽  
Adults With Intellectual Disabilities ◽  
Alternating Treatment Design ◽  
Treatment Design

The purpose of this study was to examine the effects of using mobile technology applications to improve digital communication skills in four postsecondary students with intellectual disability. An alternating treatment design was used to compare the effectiveness of three mobile technological applications to improve digital communicative interactions. Digital communication skills included sending and receiving text, audio, and video messages. The results indicate that all students improved the quality and independence of digital communicative interactions. Findings are discussed in the context of teaching the use of technology to improve communication in adults with intellectual disabilities.

scholarly journals A Comparison of Video-Based Interventions to Teach Data Entry to Adults With Intellectual Disabilities: A Replication and Extension

2020 ◽  
pp. 016264342091461
Author(s):  
Emeline McDuff ◽  
Marc J. Lanovaz ◽  
Diane Morin ◽  
Antonia R. Giannakakos ◽  
Yasmine Kheloufi ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Video Modeling ◽  
Data Entry ◽  
Video Prompting ◽  
Work Skills ◽  
Work Skill ◽  
Adults With Intellectual Disabilities ◽  
Alternating Treatment Design ◽  
Treatment Design ◽  
Individuals With Intellectual Disabilities

Researchers have demonstrated that video-based interventions are effective at teaching a variety of skills to individuals with intellectual disabilities. To replicate and extend this line of research, we initially planned to compare the effects of video modeling and video prompting on the acquisition of a novel work skill (i.e., data entry) in two adults with moderate intellectual disabilities using an alternating treatment design. When both interventions failed to improve performance, the instructors sequentially introduced a least-to-most instructor-delivered prompting procedure. The results indicated that the introduction of instructor prompts considerably increased correct responding in one participant during video modeling and in both participants during video prompting. Overall, the study suggests that practitioners should consider incorporating instructor-delivered prompts from the onset, or at least when no improvements in performance are observed, when using video-based interventions to teach new work skills to individuals with intellectual disabilities.

The Effects of an Aided Augmentative System on Communication and Speech in a Preschool Child with Developmental Delay: A Case Study

1999 ◽  
Vol 23 (1) ◽  
pp. 25-46
Author(s):  
Mark Carter
Keyword(s):  
Preschool Children ◽  
Developmental Delay ◽  
Communication System ◽  
Lower Proportion ◽  
Graphic Symbol ◽  
Symbol Use ◽  
Alternating Treatment Design ◽  
Treatment Design ◽  
Sustained Increase

The effect of an aided graphic augmentative communication system on communication and speech in a 4‐year 7‐month‐old child with developmental delay was evaluated in this case study. An alternating treatment design was used across 2 mealtime settings (morning tea and lunch) over a 6‐week period with counterbalancing of aided and unaided conditions. Once graphic symbol use emerged, there were slightly higher levels of unprompted communication and requests in the aided condition and a lower proportion of acts contained nonsymbolic communication. There was also a higher number of different words + symbols used in the aided condition. The introduction of the graphic symbols did not appear to have detrimental effects on speech but there was no evidence of sustained increase in frequency of speech or spoken vocabulary in the aided condition. Substantial increases were noted in the number of unprompted communicative turns and range of total vocabulary over the course of the study in both conditions. The need for further research on the effects of AAC on speech and communication in preschool children is highlighted.

scholarly journals Acute Comparative Effect of Foam Rolling and Static Stretching on Range of Motion in Rowers

2021 ◽  
Vol 13 (7) ◽  
pp. 3631
Author(s):  
Alfonso Penichet-Tomas ◽  
Basilio Pueo ◽  
Marta Abad-Lopez ◽  
Jose M. Jimenez-Olmedo
Keyword(s):  
Range Of Motion ◽  
Repeated Measures ◽  
Static Stretching ◽  
Foam Rolling ◽  
Significant Difference ◽  
Post Test ◽  
Alternating Treatment Design ◽  
Stroke Amplitude ◽  
Treatment Design ◽  
Over Time

Rowers’ anthropometric characteristics and flexibility are fundamental to increase stroke amplitude and optimize power transfer. The aim of the present study was to analyze the effect of foam rolling and static stretching on the range of motion over time. Eight university rowers (24.8 ± 3.4 yrs., height 182.3 ± 6.5 cm, body mass 79.3 ± 4.6 kg) participated in an alternating treatment design study with two-way repeated measures ANOVA. The sit and reach test was used to measure the range of motion. Both in the foam rolling and in the static stretching method, a pre-test (T0), a post-test (T1), and a post-15-min test (T2) were performed. A significant effect was observed on the range of motion over time (p < 0.001), but not for time x method interaction (p = 0.680). Significant differences were found between T0 and T1 with foam rolling and static stretching (p < 0.001, d = 0.4); p < 0.001, d = 0.6). The differences between T0 and T2 were also significant with both methods (p = 0.001, d = 0.4; p < 0.001, d = 0.4). However, no significant difference was observed between T1 and T2 (p = 1.000, d = 0.1; p = 0.089, d = 0.2). Foam roller and static stretching seem to be effective methods to improve the range of motion but there seems to be no differences between them.

Analysis of Technology Acceptance Model (TAM) for Financial Literacy on Kids Application Technology

2021 ◽  
Vol 12 (3) ◽  
pp. 1004-1010
Author(s):  
Nurhanani Romli Et.al
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Financial Literacy ◽  
Formal Education ◽  
Preschool Age ◽  
Application Technology ◽  
Use Of Technology ◽  
Two Factors ◽  
Technology Applications ◽  
Acceptance Model

Financial literacy was very important to be introduced since the early children. In Malaysia, the children began to start for formal education of the stage in preschool. This paper will discuss about the acceptance of technology as a method to teach that kids for financial literacy. With the development in technology at present, using of teaching based on technology was very important for all levels including children at preschool age. The Technology Acceptance Model (TAM) was widely used in studies related to the use of technology applications in society. There are two factors variables that will test on this paper. The first one was perceived useful and the second one was easy to use. Quantitative method will be used to collect all of data. The questionnaire survey was distributed to a total of 136 respondents which it’s have been use the financial literacy application incorporated as a tools to teach the kids. Findings of the study indicate the importance of technology as a medium to teach kids regarding the financial literacy.

scholarly journals Project Capabilities and Adults With Intellectual Disabilities: Towards Effective Interviewing for a Better Social Participation

2014 ◽  
Vol 7 (2) ◽  
pp. 115-123
Author(s):  
Stefanie Corona ◽  
Christina Hannum ◽  
Ann-Louise Davidson
Keyword(s):  
Intellectual Disability ◽  
Motivational Interviewing ◽  
Social Networking ◽  
Intellectual Disabilities ◽  
Social Participation ◽  
Qualitative Data ◽  
Mobile Technologies ◽  
Qualitative Interviewing ◽  
Adults With Intellectual Disabilities ◽  
Interviewing Techniques

This practice-based paper presents a series of tips and techniques for interviewing for a better social participation. While we worked on Project Capabilities, we learned valuable lessons we wished to share with practitioners and researchers who work within an inclusive perspective. We argue that qualitative interviewing requires skillful means that are not always an integral part of research preparation, and we share tips and techniques that we developed throughout the process. As we collected the qualitative data through one-on-one interviews, and taught participants to selffilm using iPads, we found that traditional interviewing techniques were too rigid to engage with people living with an intellectual disability. Instead, we used a blend of motivational interviewing and collaborative inquiry techniques, and built rapport with the participants through online social networking. Mobile technologies were also used to build rapport, empowering participants and allowing non-intrusive filming of interviews.

Physical Activity Benefits and Needs in Adults With Intellectual Disabilities: Systematic Review of the Literature

2011 ◽  
Vol 116 (3) ◽  
pp. 220-232 ◽  
Author(s):  
Pamela Bartlo ◽  
Penelope J. Klein
Keyword(s):  
Physical Activity ◽  
Intellectual Disability ◽  
Intellectual Disabilities ◽  
Inclusion Criteria ◽  
Physical Activity Interventions ◽  
Methodological Rigor ◽  
Electronic Database Search ◽  
Adults With Intellectual Disabilities ◽  
Individuals With Intellectual Disabilities

Abstract Regular physical activity is vital for adult individuals with intellectual disabilities. The purpose of this review was to assess critically the evidence on effectiveness of physical activity interventions for adults with intellectual disability. An electronic database search was conducted. Research was then assessed for methodological rigor, and strength of the evidence was determined. Eleven clinical studies met inclusion criteria. Interventions studied included a variety of physical activity modes. Critical review revealed moderate to strong evidence that physical activity positively affected balance, muscle strength, and quality of life in individuals with intellectual disability. The authors also found that the research in this area needs to be translated into practice, specifically the development of physical activity programs that are adaptable to the needs of individuals with intellectual disability.

Using a Technology Grant to Make Real Changes

2009 ◽  
pp. 575-587
Author(s):  
Lyn C. Howell
Keyword(s):  
Use Of Technology ◽  
Technology Applications ◽  
Technology Grant

This chapter traces one K-8 school over the course of four and a half years as it went from very limited technology through a three year period of implementing a $300,000 technology grant, through the conclusion of that grant. It details the school’s use of technology before, during, and after receiving the grant. The study supports the suggestion that merely having technology available does not insure that it will be used. It makes recommendations for school-wide technology applications and points out both those things that were done well at this school and those things that might have been done better.

Adult Learning Principles as the Foundation for Innovative Technology Applications in Business and Higher Education Venues

2010 ◽  
pp. 136-152
Author(s):  
Judith Parker
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Innovative Technology ◽  
Global Business ◽  
Jack Mezirow ◽  
Use Of Technology ◽  
Technology Applications ◽  
Learning Principles

As Web 2.0 surfaces as the latest trendy phrase in education and technology discussions, it is imperative that instructors not get caught up in the glamour of the latest technology and loose sight of the required andragogical underpinnings necessary for effective and efficient teaching and learning. This chapter will begin by exploring the major theories and theorists in the field of adult education and the meshing of these theories with technology applications in higher education and global business venues. While Malcolm Knowles is credited with popularizing adult learning theory in the 1970’s, Stephen Brookfield, Jack Mezirow, Maxine Greene and Knud Illeris are among those who have moved the field forward over the past decades. Along with this progression in theory, the use of technology has escalated in popularity creating a need to frame its application in the foundational principles of adult education; an “Andragogy 2.0” focus is required. This chapter will expand on this theoretical base by offering short case studies that are linked to the theories as examples of innovative strategic approaches in the use of technology in adult teaching and learning.

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