Effectiveness of Virtual Reality on Employment Training for Young Adults with Autism and Intellectual and Developmental Disabilities: A Systematic Review

Vocational Rehabilitation ◽

Future Research ◽

Single Subject ◽

Adults With Autism ◽

The purpose of this study was to conduct a systematic review of the effectiveness of virtual reality on vocational rehabilitation for young adults with autism and intellectual and developmental disabilities (IDD). An electronic search was conducted among peer-reviewed English journals published from 1994 to 2018. Databases included CINAHL (Cumulative Index to Nursing and Allied Health Literature), MEDLINE, PsycINFO, Web of Science, EBSCO, and Scopus. Six primary studies employing group experimental (Gersten et al., 2005) or single-subject design (Horner et al., 2005) or pre-post design met the inclusion criteria. Each study was assessed for the presence and clarity of quality indicators according to Reichow et al.’s (2008) framework and definition. Results suggested that the use of virtual reality in vocational rehabilitation for young adults with autism and intellectual and developmental disabilities (IDD) “have established evidence-based practice”. Limitations, as well as implications for future research, practices, and policy, are discussed.

Is it avoidance or hypoarousal? A systematic review of emotion recognition, eye-tracking, and psychophysiological studies in young adults with autism spectrum conditions

Research in Autism Spectrum Disorders ◽

10.1016/j.rasd.2018.07.002 ◽

2018 ◽

Vol 55 ◽

pp. 1-13 ◽

Cited By ~ 5

Author(s):

Hélio Clemente Cuve ◽

Yu Gao ◽

Akiko Fuse

Keyword(s):

Systematic Review ◽

Young Adults ◽

Eye Tracking ◽

Emotion Recognition ◽

Autism Spectrum ◽

Autism Spectrum Conditions ◽

Adults With Autism ◽

Recruitment settings, delivery contexts, intervention techniques and outcomes of health promotion programmes for young adults with intellectual and developmental disabilities: A systematic review

Research in Developmental Disabilities ◽

10.1016/j.ridd.2020.103592 ◽

2020 ◽

Vol 99 ◽

pp. 103592

Author(s):

Andrew Maine ◽

Michael J. Brown ◽

Chantal F. Ski ◽

David R. Thompson ◽

Lynne Marsh ◽

...

Keyword(s):

Systematic Review ◽

Health Promotion ◽

Young Adults ◽

Intellectual And Developmental Disabilities

Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

Journal of Special Education Technology ◽

10.1177/0162643420933575 ◽

2020 ◽

pp. 016264342093357

Author(s):

Kinga Balint-Langel ◽

Chengan Yuan ◽

Youjia Hua

Keyword(s):

Young Adults ◽

Postsecondary Education ◽

Constant Time Delay ◽

Self Management ◽

Future Research ◽

Management Skills ◽

Multiple Probe ◽

Practical Implications

Individuals with intellectual and developmental disabilities (IDD) often have difficulties with self-management skills such as scheduling daily tasks for educational, vocational, and leisure purposes. In this study, we used a multiple probe across participant design to evaluate the effects of constant time delay in teaching young adults with IDD the necessary steps to schedule events and set reminders using the Calendar application (app). Three students with IDD in a postsecondary education setting participated in this study and acquired the steps required for programming events and their reminders in the Calendar app. In addition, two participants independently attended the scheduled events without additional reminders from adults. Limitations, future research, and practical implications are discussed.

Medications for Adolescents and Young Adults With Autism Spectrum Disorders: A Systematic Review

PEDIATRICS ◽

10.1542/peds.2012-0683 ◽

2012 ◽

Vol 130 (4) ◽

pp. 717-726 ◽

Cited By ~ 61

Author(s):

D. Dove ◽

Z. Warren ◽

M. L. McPheeters ◽

J. L. Taylor ◽

N. A. Sathe ◽

...

Keyword(s):

Systematic Review ◽

Young Adults ◽

Autism Spectrum Disorders ◽

Autism Spectrum ◽

Adolescents And Young Adults ◽

Adults With Autism ◽

Spectrum Disorders ◽

Is it Avoidance or Hypoarousal? A systematic review of emotion recognition, eye-tracking, and psychophysiological studies in young adults with Autism Spectrum Conditions

10.31234/osf.io/jrypt ◽

2018 ◽

Author(s):

Helio Clemente Cuve ◽

Yu Gao ◽

Akiko Fuse

Keyword(s):

Systematic Review ◽

Young Adults ◽

Emotion Recognition ◽

Autism Spectrum ◽

Integrative Model ◽

Autism Spectrum Conditions ◽

Autonomic Arousal ◽

Adults With Autism ◽

Gaze Patterns ◽

A systematic review was conducted for studies exploring the link between gaze patterns, autonomic arousal and emotion recognition deficits (ERD) in young adults with Autism Spectrum Conditions (ASC) in the context of the eye-avoidance/hyperarousal and the orientation/hypoarousal hypotheses. These hypotheses suggest that ERD in ASC can be explained by either exacerbated physiological arousal to eye-contact interfering with emotion recognition, or blunted arousal not engaging the necessary attention and awareness mechanisms to process emotionally salient cues, respectively. Most studies have suggested that individuals with ASC display an overall reduced attention to the eyes, however, this was not always associated with ERD, and some studies also reported ERD with no evidence of atypical gaze patterns. The evidence from psychophysiological studies is also mixed. While some studies supported that individuals with ASC are hypoaroused during emotion processing, others reported hyperarousal or even partially supported both. Overall, these results suggest that the current autonomic arousal and gaze hypotheses cannot fully account for ERD in ASC. A new integrative model is proposed, suggesting a two-pathway mechanism, in which avoidance and orientation processes might independently lead to ERD in ASC. Current methodological limitations, the influence of alexithymia, and implications are discussed.

Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations

Inclusion ◽

10.1352/2326-6988-9.3.225 ◽

2021 ◽

Vol 9 (3) ◽

pp. 225-240

Author(s):

Katherine R. Brendli ◽

LaRon A. Scott ◽

Yaoying Xu ◽

Colleen Thoma ◽

Debra Holzberg

Keyword(s):

College Students ◽

Research Policy ◽

Functional Relation ◽

Black College ◽

Future Research ◽

Single Subject ◽

Academic Accommodations ◽

Self Advocacy

Abstract Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multiple-probe across participants design to examine the effects of a self-advocacy intervention on the abilities of college students with intellectual and developmental disabilities (IDD) to request their academic accommodations. We primarily focused the intervention on Black youth with IDD attending an inclusive higher education program. Results indicate moderate to strong evidence of a functional relation between the intervention and the students' abilities to request academic accommodations. Implications for future research, policy, and practice are discussed.

Using a Peer-Mediated Instructional Package to Teach College Students With Intellectual and Developmental Disabilities to Navigate an Inclusive University Campus

The Journal of Special Education ◽

10.1177/0022466920937469 ◽

2020 ◽

pp. 002246692093746

Author(s):

Kelly B. Kearney ◽

Brianna Joseph ◽

Lisa Finnegan ◽

Jacqueline Wood

Keyword(s):

College Students ◽

College Campus ◽

Future Research ◽

Probe Design ◽

Single Subject ◽

Google Maps ◽

Validity Data ◽

Instructional Package

Colleges across the nation have seen an increase in programming for students with intellectual and developmental disabilities (IDD) over the past decade. With this increase in programming comes the need to support students with IDD while accessing a large college campus. Using technology, such as Google Maps™, on one’s cell phone is a natural support that is relatively unobtrusive. This study used a peer-mediated instructional package consisting of total task presentation and error correction to teach college students with IDD how to use Google Maps™ to navigate a large, urban college campus in the Southeastern United States. The results from this single-subject multiple probe design demonstrated that all students acquired the skills with 100% accuracy and maintained the skill once the instructional package was removed. Social validity data indicated that students thoroughly enjoyed learning the skill from the peer mediator. Implications and future research are discussed.

Interactions With and Between Families and Professionals in College: Perspectives of Young Adults With Intellectual and Developmental Disabilities

Inclusion ◽

10.1352/2326-6988-8.2.163 ◽

2020 ◽

Vol 8 (2) ◽

pp. 163-179

Author(s):

Grace L. Francis ◽

Alexandra S. Reed ◽

Maureen E. Howard

Keyword(s):

United States ◽

Young Adults ◽

Postsecondary Education ◽

The United States ◽

Future Research ◽

Positive Interactions ◽

Education Programs ◽

Transition Outcomes

Abstract Postsecondary education programs (PSEs) are becoming increasingly available for young adults with intellectual and developmental disabilities across the United States. Positive interactions between young adults and their families and professionals, and collaborative family-professional interactions can enhance transition outcomes for people with disabilities, including successful transition into and out of PSEs. However, there is limited research on the perspectives of the young adults who attend PSEs regarding these topics. The purpose of this qualitative study was to examine the retrospective perceptions of 10 PSE graduates regarding (a) interactions with their families, (b) interactions with PSE professionals, and (c) interactions between their families and PSE professionals. Participants reported negative and positive interactions with their families and PSE professionals, described how their families and PSE professionals interacted, and also provided recommendations for families and professionals to support young adults with disabilities. Implications and future research are discussed.

Supporting Mindfulness With Technology in Students With Intellectual and Developmental Disabilities

Journal of Special Education Technology ◽

10.1177/0162643420924191 ◽

2020 ◽

pp. 016264342092419

Author(s):

Amanda K. McMahon ◽

Anne E. Cox ◽

Darcy E. Miller

Keyword(s):

Mental Health ◽

Young Adults ◽

Wearable Device ◽

Single Subject ◽

State Mindfulness ◽

Increased Risk ◽

Additional Support ◽

Age Range

Young adults with intellectual and developmental disabilities (IDDs) are at an increased risk of developing mental health disorders. Mindfulness may be one strategy that can help support the mental health needs of this particular population; however, those with (IDDs) may need additional support in cultivating the practice. The purpose of this study was to investigate the use of a wearable device designed to provide neurofeedback to help promote state mindfulness in young adults with (IDDs). Additionally, attention and affect mechanisms were examined, as well as the social validity of using the wearable device. Using an A-B-A-B single-subject study design, five ( age range = 18–25) students completed 20 sessions that consisted of listening and not listening to neurofeedback. Results provide some support for the positive effect of neurofeedback on state mindfulness, paying attention to the breath, and positive affect. All five students reported acceptability of using the device.