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

Abstract

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.

Augmented Reality and Functional Skills Acquisition Among Individuals With Special Needs: A Meta-Analysis of Group Design Studies

“…AR offers the potential to support individuals with SEN and enable the development of skills to support daily living (Bridges et al, 2019). The use of AR to develop functional skills may reduce dependence on traditional learning and teaching strategies, allow individualization of educational programs, and enable practice on a daily basis (Yuen, 2011).…”

Use of Augmented Reality to Improve Specific and Transversal Competencies in Students

“…This aspect could be very useful for students with any kind of disabilities. People with disabilities that negatively impact their social skills can use virtual reality to practise and improve their social skills (Bridges, Robinson, Stewart, Kwon & Mutua, 2019;Cascales-Martínez, Martínez-Segura, Pérez-López & Contero, 2017).…”

The Utilization of Augmented Reality Technology for Sustainable Skill Development for People with Special Needs: A Systematic Literature Review

“…It has been observed that the single-subject study design structure was largely adopted to change individuals' behaviors. This approach has either single baselines [57][58][59][60][61][62][63][64] or multiple baselines [10,[65][66][67][68][69][70] with the intervention phase for the same group. The single-subject design was implemented to investigate the change in an individual's behaviors within a small group [57].…”

“…The individuals suffer from different types of disabilities. The disability categories that have been covered by the study, which can be seen in Table 5, include Autism Spectrum Disorder (ASD) [53,54,64,65,72,78,79], Intellectual Disabilities (ID) [10,58,59,70,80], Learning Disabilities (LD) [57,76], Attention Deficit Hyperactivity Disorder (ADHD) [55,75,81], Cognitive Impairments and Disorders (CI) [52,69,82], Physical and Motor Disabilities (PD) [51,60,62], Hearing Impairments (HI) [71], Neurodevelopmental Disorders (ND) and Down Syndrome (DS) [83], Small Animal Phobias (SAP) [61,63,84,85], Short Term Memory (STM) [86,87] and Mental Ability (MA) [88], as shown in Figure 5.…”