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.

scholarly journals The Effect of Video Modeling and Video Prompting Interventions on Individuals With Intellectual Disability: A Systematic Literature Review

2018 ◽  
Vol 34 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Jiyoon Park ◽  
Emily Bouck ◽  
Ana Duenas
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
Video Modeling ◽  
Daily Living ◽  
Constant Time Delay ◽  
Daily Living Skills ◽  
Video Prompting ◽  
Different Types ◽  
Based Instruction ◽  
Living Skills

A popular technology-based intervention is video-based instruction (VBI). VBI is known to be effective in teaching various skills to individuals with intellectual disability. Although many researchers have taught this population various skills using video modeling and/or prompting, none have conducted a literature review for this population. The purpose of this review was to analyze different types of VBI (i.e., video modeling, video prompting) used in intervention research, the skills taught using these methods, and their effectiveness. The findings demonstrate both video modeling and video prompting were used to similar extents, daily/living skills were taught more often, and many studies combined video modeling or video prompting interventions with additional strategies (e.g., error correction, constant time delay).

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®.

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.

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.

scholarly journals The contribution of Information and Communication Technologies to the improvement of the adaptive skills and the social inclusion of students with intellectual disability

2021 ◽  
Vol 10 (4) ◽  
pp. e47010413046
Author(s):  
Arhondoula Alexopoulou ◽  
Alexandra Batsou ◽  
Athanasios Drigas
Keyword(s):  
Intellectual Disability ◽  
Information And Communication Technologies ◽  
Daily Living ◽  
Social Inclusion ◽  
Communication Technologies ◽  
Daily Living Skills ◽  
Adaptive Skills ◽  
Fine Motor ◽  
Information And Communication ◽  
Living Skills

The contribution of Information and Communication Technologies (ICTs) to the improvement of daily living skills of students with intellectual disability is a topic that has been of great concern to scientists in recent years. In the present systematic review, there has been an attempt to explore the potential of new technologies for the education, the improvement of the adaptive skills and the academic and social inclusion of students with intellectual disability, since they comprise a large part of the population with special educational needs. The review includes research of the last seventeen years on daily living skills, literacy, learning geometric concepts and shapes, focused attention, gross and fine motor skills, and visual-motor coordination. We consider that learning is facilitated with the use of ICTs, as students with intellectual disability are enabled to have equal access to innovative programs, curricula and classroom participation. Moreover, the training and education programs provided through ICTs seem to have a substantial and permanent impact on the quality of their lives, finally aiming at their social and vocational inclusion.

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