Despite the pervasive use of wireless technology in today’s society, people with intellectual and developmental disabilities (IDD) have limited access to technology. Technology is underutilized by this population for a variety of reasons including cost-related barriers and cognitive inaccessibility of devices and software applications. The lack of accessibility of these technologies is concerning, as people with disabilities often rely on technology to enhance independence and social integration. In the present study, a series of focus groups were conducted to determine what technologies individuals with IDD were using to navigate social environments and how they were using these technologies to improve their access to meaningful social experiences. Data were analyzed using a qualitative descriptive approach and an iterative, multi-cycle coding process. Six major themes emerged from the data, including Hardware and Software, Accessibility Features, Reasons for Connecting Socially, Barriers to and Supports for Connectivity, Concerns or Fears about Connectivity, and Outcomes of Social Connectivity. Findings have the potential to inform best practices for educators, transition specialists, parents, individuals with disabilities, and other stakeholders to advocate for increased training around and access to web-based technologies.

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Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

BACKGROUND: The benefits of successful integrated employment for people with intellectual and developmental disabilities (IDD) are immense. However, barriers contributing to high rates of unemployment among people with IDD, such as lack of appropriate training for employers and inadequate supports, are still widespread. Ensuring access to technology in the workplace is one method to support employees with IDD and mitigate those barriers. Furthermore, assistive technology may provide a simple and cost-effective intervention in the vocational setting. OBJECTIVE: In this study, we conducted a series of focus groups with adults with IDD and their family members to explore the use of technology by individuals with IDD in vocational contexts. METHODS: We used a qualitative descriptive approach to frame the study design. Data were analyzed using a multi-cycle thematic coding process. RESULTS: Four major themes emerged from the analysis: participants’ wireless/wearable technology use, benefits and facilitators of technology use at work, barriers and challenges to technology use at work, and expectations for and outcomes associated with technology supports in the workplace. CONCLUSIONS: Findings have the potential to impact employer education and training on benefits of appropriate technology use for individuals with IDD at work, onboarding and training of individuals with IDD when using technology at work, and funding responsibility for technology in the workplace.

Despite the enactment of the Americans with Disabilities Act and its amendments, there are still barriers to successful employment for people with intellectual and developmental disabilities (IDD). Known barriers include lack of accommodations; negative stigma; and lack of investment in education, on-the-job training, and work experiences. Although many young adults with IDD want to fully engage in community-based employment, they often require supports that employers are unable or unwilling to provide. Wireless or wearable technologies in the workplace have the potential to provide necessary supports to employees with IDD and their employers. In the present study, we conducted a web-based survey of employees with IDD ( n = 66), service providers ( n = 54), and family members ( n = 19) to determine which technologies individuals with IDD use in the workplace, and how these technologies influence their employment experiences. We analyzed survey data using quantitative and qualitative descriptive analyses. All survey respondents endorsed the use of technology in the workplace to enhance employment outcomes for individuals with IDD. The three groups of respondents varied in their identification of barriers; however, the most commonly identified barriers to effective technology use at work were Lack of Knowledge and Instruction on Device Use/Adaptations and Employer-imposed Barriers. Study findings have the potential to influence workplace decisions and training for people with IDD and their employers, families, and other service providers.