scholarly journals Feasibility of a Tablet-Based Program for Training Everyday Planning in Adolescents With Intellectual Disabilities

2020 ◽  
Vol 19 (2) ◽  
pp. 172-186
Author(s):  
Lisa Palmqvist ◽  
Henrik Danielsson ◽  
Arne Jönsson ◽  
Jerker Rönnberg
Keyword(s):  
Intellectual Disabilities ◽  
Comparison Group ◽  
Training Programs ◽  
Strategy Development ◽  
Behavior Changes ◽  
Typical Development ◽  
Mental Age ◽  
Adult Supervision ◽  
Individuals With Intellectual Disabilities

BackgroundIndividuals with intellectual disabilities (ID) show difficulties with everyday planning. A tablet-based training program for everyday planning may be a suitable intervention, but its feasibility must be evaluated. This study evaluated how behavior changes during training and if individuals with ID can use technology by themselves.MethodThirty-three adolescents with ID and 30 younger children with a typical development were recruited. The participants were instructed to train in school for a total of 300 minutes. After the intervention, the participants were matched on mental age (MA).ResultsOnly 16% of the participants trained for all 300 minutes. Participants in the MA group trained for a longer time than the ID group. Both groups made fewer errors per task at the end compared to the beginning. Individuals with ID started off making less attempts per task and increased their activity during the training. This pattern was not seen in the comparison group.ConclusionsBoth groups used the program independently, without adult supervision. However, a large group of participants in the ID group had a low usage time. Thus, the program might not have been feasible for that subgroup. The ID group increased their activity during the training which might mirror a strategy development of how to use the program. The change in behavior in activity on task attempts can be interpreted such that individuals with ID need a longer time to get familiarized with the technology. Tablet-based training programs are feasible for individuals with ID, but it is necessary to follow up on usage time.

scholarly journals Feasibility of a tablet-based program for training everyday planning in adolescents with intellectual disabilities

2020 ◽  
Author(s):  
Lisa Palmqvist ◽  
Henrik Danielsson ◽  
Arne Jönsson ◽  
Jerker Rönnberg
Keyword(s):  
Intellectual Disabilities ◽  
Comparison Group ◽  
Training Programs ◽  
Strategy Development ◽  
Typical Development ◽  
Mental Age ◽  
Adult Supervision ◽  
Behaviour Changes ◽  
Individuals With Intellectual Disabilities

Background: Individuals with intellectual disabilities (ID) show difficulties with everyday planning. A tablet-based training program for everyday planning may be a suitable intervention, but its feasibility must be evaluated. This study evaluated how behaviour changes during training and if individuals with ID can use technology by themselves. Method: 33 adolescents with ID and 30 younger children with a typical development were recruited. The participants were instructed to train in school for a total of 300 minutes. After the intervention, the participants were matched on Mental Age (MA) Results: Only 16% of the participants trained for all 300 minutes. Participants in the MA group trained for a longer time than the ID group. Both groups made fewer errors per task in the end compared to the beginning. Individuals with ID started off making fewer attempts per task and increased their activity during the training. This pattern was not seen in the comparison group. Conclusions: Both groups used the program without adult supervision. However, for some individuals in the ID group, the program might not have been feasible as they did not use the program as long as they were intended to. The ID group increased their activity during the training which might mirror a strategy development of how to use the program. The change in behaviour in activity on task attempts can be interpreted as individuals with ID needing a longer time to get familiarised with the technology. Tablet-based training programs are feasible for individuals with ID but it is necessary to follow up on usage-time.

scholarly journals Key Word Signing Has Higher Iconicity Than Sign Language

2020 ◽  
Vol 63 (7) ◽  
pp. 2418-2424
Author(s):  
Ellen Rombouts ◽  
Babette Maessen ◽  
Bea Maes ◽  
Inge Zink
Keyword(s):  
Intellectual Disabilities ◽  
Sign Language ◽  
Typical Development ◽  
Local Sign ◽  
Communication Difficulties ◽  
Key Word ◽  
Wide Availability ◽  
Manual Signs ◽  
Iconic Signs ◽  
Individuals With Intellectual Disabilities

Purpose Key word signing (KWS) entails using manual signs to support the natural speech of individuals with normal hearing and who have communication difficulties. While manual signs from the local sign language may be used for this purpose, some KWS systems have opted for a distinct KWS lexicon. Distinct KWS lexicon typically aims for higher sign iconicity or recognizability to make the lexicon more accessible for individuals with intellectual disabilities. We sought to determine if, in the Belgian Dutch context, signs from such a distinct KWS lexicon (Spreken Met Ondersteuning van Gebaren [Speaking With Support of Signs; SMOG]) were indeed more iconic than their Flemish Sign Language (FSL) counterparts. Method Participants were 224 adults with typical development who had no signing experience. They rated the resemblance between a FSL sign and its meaning. Raw data on the iconicity of SMOG from a previous study were used. Translucency was statistically and qualitatively compared between the SMOG lexicon and their FSL counterparts. Results SMOG had an overall higher translucency than FSL and contained a higher number of iconic signs. Conclusion This finding may support the value of a separate sign lexicon over using sign language signs. Nevertheless, other aspects, such as wide availability and inclusion, need to be considered.

Older individuals with intellectual disabilities: Family dynamics and future planning

2008 ◽  
Author(s):  
Ashley A. Williams ◽  
Sara Hon Qualls ◽  
Sheri C. Gibson ◽  
Christina L Vair ◽  
Lindsay N. Anderson
Keyword(s):  
Intellectual Disabilities ◽  
Family Dynamics ◽  
Older Individuals ◽  
Future Planning ◽  
Individuals With Intellectual Disabilities

What activities individuals with intellectual disabilities do for fun: exploration into self-care

2021 ◽  
pp. 1-11
Author(s):  
Zachary J. Hankle ◽  
Dane C. Bluestone ◽  
Jennifer K. Kramer ◽  
Palak Bassi ◽  
Anthony J. Goreczny
Keyword(s):  
Intellectual Disabilities ◽  
Self Care ◽  
Individuals With Intellectual Disabilities

Interactive digital art for individuals with intellectual disabilities

2021 ◽  
pp. 174462952097555
Author(s):  
Lindsey Albrecht ◽  
Hannah Starnes ◽  
Katie Benton ◽  
Awel Bol ◽  
Emily Gettings ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Literature Review ◽  
Intellectual Disabilities ◽  
Digital Art ◽  
Social Aspects ◽  
Intellectual And Developmental Disabilities ◽  
Digital Form ◽  
Interactive Art ◽  
Digital Painting ◽  
Individuals With Intellectual Disabilities

Interactive digital art can be a beneficial therapeutic intervention for a variety of populations, but specifically for the population of intellectual and developmental disabilities. Interactive digital art uses the engagement of the participant to create a digital form of art. The purpose of this literature review is to explore the effects that interactive art has on individuals with intellectual and developmental disabilities. Interactive arts discussed were used in a variety of settings ranging from sand art, to using video games, or interactive art exhibits. Sand art and other digital painting methods were proven to be beneficial in improving cognitive functioning and social aspects of those with intellectual disabilities. While exploring the various settings, participant feedback was given in association with using interactive digital art.

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