Considering student choice when selecting instructional strategies: a comparison of three prompting systems

Using an iPad job coaching intervention to enhance food preparation skills for individuals with developmental disabilities

BACKGROUND: Technology is portable, affordable, and accessible, making it a viable support option for people with disabilities in the workplace. In the past, many supported employment programs relied on natural and paid job coaching supports with little to no use of technology. OBJECTIVE: The purpose of this two-experiment study was to investigate the use of a portable multimedia device to teach seven young adults with developmental disabilities to increase independence and decrease dependence on coaching prompts while performing a food preparation task. METHODS: Participants adhered to an industry specific protocol while using an application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. RESULTS: All participants were able to follow directions delivered to complete tasks accurately, while reducing the need for simultaneous coaching prompts. Maintenance probes were added to Study 2, and for two of three participants, newly acquired skills were maintained for eight weeks. CONCLUSIONS: Results from both studies indicated that using the iPad application to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts.

Scoping review: Interventions that promote functional performance for adolescents and adults with Intellectual and Developmental Disabilities

INTRODUCTION

Individuals with Intellectual and Developmental Disabilities (IDD) experience broad impairments that affect their functional performance and consequently result in the need for supervision and assistance on a daily basis. The literature contains effectiveness studies of functional interventions provided to adolescents and adults with IDD. However, existing differences in participant characteristics, study design, and type of functional intervention limit the ability to derive clinical evidence-based decisions. This scoping review sought to explore the breadth and depth of evidence related to interventions designed to promote everyday performance of adolescents and adults with IDD.

METHODS

We conducted an electronic and hand search that yielded 1568 papers, after an extensive selection process reduced to a sample of 24 studies.

RESULTS

A three-step extraction process of the 24 studies revealed 16 studies used functional training and technology-based approaches to teach individuals with IDD functional skills. Seven studies used functional training without a technology component, and two studies used functional training while comparing technology-based to non-technology based approaches. Overall, it appeared that functional training with the use of technology, especially Video Modelling (VM) and Prompting, were the most frequently and effectively used interventions to promote everyday performance. Gaps in research include limited studies on middle and older aged adults with moderate to severe IDD, minimal use of self-chosen goals or activities and use of technology as a continuous support.

CONCLUSION

Our findings show a lack of studies for individuals age 30 and above with severe IDD. Additionally, this scoping review highlight that everyday functional performance of adolescents and adults with IDD can be enhanced with the usage of technology based functional interventions utilising VM and prompting methods.

Portable electronic assistive technology to improve vocational task completion in young adults with an intellectual disability: A review of the literature

This article summarizes a review of empirical literature from 2000 to 2015 that involved the use of specific portable technology to support persons with an intellectual disability in completing work-related tasks. Nineteen studies were identified for review, with an emphasis on the identification of (a) the characteristics of participants and settings, (b) the types of portable technology and prompting formats used, (c) the research designs utilized, (d) the independent and dependent variables, (e) the measures of reliability and validity, and (f) the overall effectiveness of the interventions. The authors provide an interpretation of the findings as well as the implications of the results and recommended areas for future research.

Social validity in single-case research: A systematic literature review of prevalence and application

BACKGROUND

Single-case research (SCR) has been a valuable methodology in special education research. Montrose Wolf (1978), an early pioneer in single-case methodology, coined the term "social validity" to refer to the social importance of the goals selected, the acceptability of procedures employed, and the effectiveness of the outcomes produced in applied investigations. Since 1978, many contributors to SCR have included social validity as a feature of their articles and several authors have examined the prevalence and role of social validity in SCR.

AIM AND METHODS

We systematically reviewed all SCR published in six highly-ranked special education journals from 2005 to 2016 to establish the prevalence of social validity assessments and to evaluate their scientific rigor.

RESULTS

We found relatively low, but stable prevalence with only 28 publications addressing all three factors of the social validity construct (i.e., goals, procedures, outcomes). We conducted an in-depth analysis of the scientific rigor of these 28 publications.

CONCLUSIONS

Social validity remains an understudied construct in SCR, and the scientific rigor of social validity assessments is often lacking. Implications and future directions are discussed.

Increasing physical activity for adults with autism spectrum disorder: Comparing in-person and technology delivered praise

BACKGROUND/AIMS/METHODS

While there are many benefits to regular engagement in physical activity, individuals with autism spectrum disorder often do not engage in healthy levels of physical activity. The purpose of this study was to compare praise delivered through multiple means on increasing engagement in physical activity for individuals with autism spectrum disorder. A single-case alternating treatment design was used to compare two conditions for delivering praise statements, in-person and through technology, for three young adults with autism spectrum disorder and accompanying intellectual disability.

PROCEDURES/OUTCOMES

The study consisted of training; baseline, comparison, best-treatment, thinning, and generalization phases; and social validity interviews. For each session, data were collected on the number of laps completed, duration, and resting/ending heart rates.

RESULTS/CONCLUSIONS

The number of laps completed increased for all participants during intervention, however, results were mixed regarding the more effective and preferred condition. Participants who excelled in the technology condition also maintained performance levels when praise statements were thinned and generalized performance to a new setting.

IMPLICATIONS

Praise statements can be used to increase levels of physical activity in young adults with autism spectrum disorder and intellectual disability. Exposing individuals to multiple conditions can impact their preferred method for receiving support.

Graphic support resources for workers with intellectual disability engaged in office tasks: a comparison with verbal instructions from a work mate

BACKGROUND

Research into workplace adjustments for people with disabilities is a fundamental challenge of supported employment. The aim of the present work is to investigate the effect of several graphic resources as natural support for workers with intellectual disability.

METHODS

Two case studies were conducted to assess the performance of five workers engaged in office tasks, with three different support conditions.

RESULTS

Results reveal a 20% increase in quality of performance of the tasks undertaken with graphic support as compared to support in which the participants received verbal instructions (VIs) from a work mate; and between 25 and 30% as compared to a control condition which included no help of any kind.

CONCLUSIONS

These findings are consistent with previous studies which support the possibility of generating, at low cost, iconic materials (with maps or simple graphics), which progressively facilitate workers' autonomy, without dependence or help from the job trainer. We observed that the worst performance is in the support condition with VIs, this shows the limitations of this type of natural support, which is provided on demand by work mates without specialist knowledge of work support. Implications for Rehabilitation We studied the use of various types of natural support for people with intellectual disability in their workplace. The findings suggest that, with some brief training, the simple use in the workplace of graphic help on a card can increase between 20 and 30% the quality of performance of certain work tasks carried out by workers with intellectual disability. This advantage contrasts with the high cost or lower "manageability" of other material resources of natural support based on the use of technology.

Analysis of how people with intellectual disabilities organize information using computerized guidance

Access to residential settings for people with intellectual disabilities (ID) contributes to their social participation, but presents particular challenges. Assistive technologies can help people perform activities of daily living. However, the majority of the computerized solutions offered use guidance modes with a fixed, unchanging sequencing that leaves little room for self-determination to emerge. The objective of the project was to develop a flexible guidance mode and to test it with participants, to describe their information organization methods. This research used a descriptive exploratory design and conducted a comparison between five participants with ID and five participants with no ID. The results showed a difference in the information organization methods for both categories of participants. The people with ID used more diversified organization methods (categorical, schematic, action-directed) than the neurotypical participants (visual, action-directed). These organization methods varied depending on the people, but also on the characteristics of the requested task. Furthermore, several people with ID presented difficulties when switching from virtual to real mode. These results demonstrate the importance of developing flexible guidance modes adapted to the users' cognitive strategies, to maximize their benefits. Studies using experimental designs will have to be conducted to determine the impacts of more-flexible guidance modes Implications for rehabilitation Intervention approaches favouring, self-determination, decision making, action analysis and results anticipation must be promoted with people with intellectual disabilities. Fixed and rigid technological guidance mode, like those currently favoured in interventions, is appropriate for only some people's profiles or may depend on the nature of the task. It seems that people with ID use a wide spectrum of organization strategies and that adapting guidance modes to all these strategies is relevant.

A computer-based interactive game to train persons with cognitive impairments to perform recycling tasks independently

This study assessed the possibility of training three people with cognitive impairments using a computer-based interactive game. A game was designed to provide task prompts in recycling scenarios, identify incorrect task steps on the fly, and help users learn to make corrections. Based on a multiple baseline design, the data showed that the three participants considerably increased their target response, which improved their vocational job skills during the intervention phases and enabled them to maintain the acquired job skills after intervention. The practical and developmental implications of the results are discussed.

An augmented reality (AR)-based vocational task prompting system for people with cognitive impairments

This study assessed the possibility of training three people with cognitive impairments using an augmented reality (AR)-based task prompting system. Using AR technology, the system provided picture cues, identified incorrect task steps on the fly, and helped users make corrections. Based on a multiple baseline design, the data showed that the three participants considerably increased their target response, which improved their vocational job skills during the intervention phases and enabled them to maintain the acquired job skills after intervention. The practical and developmental implications of the results are discussed.

A feasibility study of enhancing independent task performance for people with cognitive impairments through use of a handheld location-based prompting system

An autonomous task-prompting system is presented to increase workplace and life independence for people with cognitive impairments such as traumatic brain injury, intellectual disability, schizophrenia, and Down syndrome. This paper describes an approach to providing distributed cognition support of work engagement for persons with cognitive disabilities. In the pilot study, a prototype was built and tested in a community-based rehabilitation program involving pre-service food preparation training of 8 participants with cognitive impairments. The results show improvement in helping with task engagement is statistically significant compared to the oral-instruction method. A follow-up comparative study with 2 participants evaluated the shadow-team approach against the proposed system. Although the number of participants was few, the participants were studied in depth and the findings were very promising. The results in the autonomous task prompting without staff intervention indicate that the performance is statistically as good as the shadow-team approach. Our findings suggest that acquisition of job skills may be facilitated by the proposed system in conjunction with operant conditioning strategies.

A location-based prompting system to transition autonomously through vocational tasks for individuals with cognitive impairments

This study assessed the possibility of training two individuals with cognitive impairments using location-based task prompting system in a supported employment program. This study was carried out according to an ABAB sequence in which A represented the baseline and B represented intervention phases. Data showed that the two participants significantly increased their target response, thus improving vocational job performance during the intervention phases. Practical and developmental implications of the findings are discussed.

A gesture recognition system to transition autonomously through vocational tasks for individuals with cognitive impairments

This study assessed the possibility of training two individuals with cognitive impairments using a Kinect-based task prompting system. This study was carried out according to an ABAB sequence in which A represented the baseline and B represented intervention phases. Data showed that the two participants significantly increased their target response, thus improving vocational job skills during the intervention phases. Practical and developmental implications of the findings are discussed.

A verbal-instruction system to help persons with multiple disabilities perform complex food- and drink-preparation tasks independently

In a recent single-case study, we showed that a new verbal-instruction system, ensuring the automatic presentation of step instructions, was beneficial for promoting the task performance of a woman with multiple disabilities (including blindness). The present study was aimed at replicating and extending the aforementioned investigation with three adults with multiple disabilities. During Part I of the study, the new instruction system was compared with a system requiring the participants to seek instructions on their own. Two tasks were used, one per system. During Part II of the study, the new system was applied with two additional tasks. The results of Part I showed that (a) the participants had a better performance (i.e., in terms of correct steps or task execution time) on the task carried out with the new system than on the task carried out with the comparison/control system, and (b) the performance of this latter task improved rapidly when the new system was used with it. The results of Part II showed satisfactory performance with each of the two tasks carried out directly with the new system. The implications of these data were discussed.

A Verbal-Instruction System to Help a Woman With Intellectual Disability and Blindness Manage Food- and Drink-Preparation Tasks

A new verbal-instruction system, which ensured the presentation of step instructions automatically, was used to help a woman with moderate intellectual disability and blindness perform food- and drink-preparation tasks. During Part I of the study, this system was compared with a system requiring the woman to seek instructions on her own. Two tasks were used, one with each system. During Part II of the study, the new system was applied with four additional tasks. The results of Part I showed the following: (a) the woman’s level of correct performance on the task carried out with the new system was higher than the level on the other task and (b) performance of this latter task improved when the new system was used with it. The results of Part II showed satisfactory performance with all four tasks carried out with the new system. The implications of these data were discussed.