scholarly journals A young adult with nonverbal low-functioning Autism: A case review of readiness for independent living

2020 ◽  
Vol 3 (1) ◽  
pp. 162-177
Author(s):  
Zuxin Josie Oh ◽  
Guo Hui Xie
Keyword(s):  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Short Paper ◽  
Case Review ◽  
Male Adult ◽  
Percentile Rank ◽  
Independent Life ◽  
Low Functioning ◽  
Living Skills

This is a case review of a male adult, GO, with nonverbal low functioning autism in his twenties. Previous psycho-educational assessment indicated that GO had a nonverbal IQ (NVIQ) of 73 within the borderline range, an adaptive behavior composite score at the extremely low percentile rank, and poor executive functioning (EF) capability with majority of the EF components falling in the performance range from borderline problem to problematic range. His family has expressed their concern if GO would be able to take care of himself when they are too old or no longer around to care for him. This short paper is an attempt to review all the previous assessment results and to find out if GO could be helped to improve in his daily living skills in order to lead a more independent life in the future.

Closing the Gap: Fostering a Smooth Transition toward Independent Living for the Hearing Impaired Student Entering the Postsecondary Setting

1993 ◽  
Vol 12 (3) ◽  
pp. 36-41
Author(s):  
Nanci A. Scheetz
Keyword(s):  
Students With Disabilities ◽  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Smooth Transition ◽  
Specific Training ◽  
Freshman Year ◽  
Post Secondary ◽  
Closing The Gap ◽  
Living Skills

Students entering post-secondary institutions without the mastery of Independent living skills are prone to failure and thus, develop an inability to complete their freshman year. Students with disabilities, in particular hearing loss, are more prone to failure due to their social isolation. The author presents an argument for specific training in the area of life skills and proposes a three-component focus for that training: (a) accessing and utilizing support services, (b) mastering and incorporating daily living skills, and (c) developing and enhancing negotiating skills.

iPad® Video Prompting to Teach Young Adults With Disabilities Independent Living Skills: A Maintenance Study

2017 ◽  
Vol 41 (3) ◽  
pp. 175-184 ◽  
Author(s):  
Ryan O. Kellems ◽  
Tobias H. Rickard ◽  
Dana A. Okray ◽  
Leora Sauer-Sagiv ◽  
Betsy Washburn
Keyword(s):  
Young Adults ◽  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Living Room ◽  
Adults With Disabilities ◽  
Dining Room ◽  
Living Skills ◽  
Multiple Probe ◽  
Maintenance Study

The purpose of this study was to evaluate the effectiveness of an iPad® as a prompting device for teaching five daily living skills to three young adults with disabilities. Identified target tasks were (a) making spaghetti, (b) cleaning the dining room, (c) making macaroni and cheese, (d) cleaning the front porch, (e) cleaning the back porch, (f) cleaning the living room, and (g) mailing a letter. A multiple probe across behaviors design demonstrated use of the iPad® was associated with immediate and significant gains in the percentage of steps completed correctly for each identified target task. All four participants were able to maintain task acquisition without the use of the iPad®.

Rehabilitation in Daily Living Skills: Effects on Anxiety and Self-Worth in Elderly Blind Persons

1987 ◽  
Vol 81 (7) ◽  
pp. 330-330 ◽  
Author(s):  
M. Hensley
Keyword(s):  
Daily Living ◽  
Independent Living ◽  
Rehabilitation Program ◽  
Lower Degree ◽  
Daily Living Skills ◽  
Elderly Persons ◽  
Self Worth ◽  
American Foundation ◽  
Living Skills ◽  
Blind Persons

The levels of anxiety of 20 recently blinded elderly clients in the Independent Living Rehabilitation Program of the Dallas Lighthouse for the Blind were measured using the American Foundation for the Blind's Anxiety Scale for the Blind. It was hypothesized that recently blinded elderly persons would have a lower degree of anxiety after receiving instruction in daily living skills—a hypothesis that the findings confirmed.

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.

A Comparison of the Independent Living Skills of Primary Students with Visual Impairments and Their Sighted Peers: A Pilot Study

2002 ◽  
Vol 96 (5) ◽  
pp. 335-344 ◽  
Author(s):  
Sandra Lewis ◽  
Sandra A. Iselin
Keyword(s):  
Pilot Study ◽  
Daily Living ◽  
Independent Living ◽  
Visual Impairments ◽  
Daily Living Skills ◽  
Primary Students ◽  
Independent Living Skills ◽  
Living Skills ◽  
Children With Visual Impairments

The parents of children with visual impairments and the parents of their same-age sighted peers were interviewed to determine their children's mastery of 101 daily living skills. As a whole, the children with visual impairments performed only 44% of the tasks independently, while the sighted children performed 84% of them independently.

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.

Augmented Reality: Teaching Daily Living Skills to Adults With Intellectual Disabilities

2019 ◽  
Vol 35 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Shannon A. Bridges ◽  
Olivia P. Robinson ◽  
Elizabeth W. Stewart ◽  
Dongjin Kwon ◽  
Kagendo Mutua
Keyword(s):  
Young Adults ◽  
Augmented Reality ◽  
Postsecondary Education ◽  
Education Program ◽  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Multiple Baseline ◽  
Adults With Intellectual Disabilities ◽  
Living Skills

Independent living is recognized as a marker of adulthood. For individuals with intellectual and developmental disabilities, however, the need for continued support in completing daily living tasks reduces the likelihood of achieving independence in this domain. Barriers to living independently include increased dependence on family and support staff and deficits in functional life skills. In this study, a multiple-baseline across behaviors design was used to examine the efficacy of an augmented reality intervention for teaching daily living skills to three young adults with disabilities in a residential postsecondary education program. Our results indicate the intervention was effective for increasing independence among all participants. Furthermore, the intervention was found to be a socially acceptable and nonstigmatizing method for supporting young adults in a residential postsecondary education program.

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