How people with cognitive disabilities experience electronic planning devices

Adolfsson, Päivi; Lindstedt, Helena; Janeslätt, Gunnel

doi:10.3233/nre-151268

Cited by 19 publications

(19 citation statements)

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“…The intervention in studies II and IV was based on compensation, with a treatment session provided by an OT, and remediation where the children performed time skills training with the support of a coach. The benefit of compensation with TADs is consistent with previous studies showing that children, adolescents and adults with different cognitive diagnoses (mostly acquired brain injury) enjoy greater independence and participation when using TADs (Adolfsson et al, 2015;Charters et al, 2015;Gillespie et al, 2012;Gillette & DePompei, 2004;Janeslätt, Kottorp, et al, 2014;Leopold et al, 2015;Lindstedt & Umb-Carlsson, 2013). In the intervention studies, II and IV, most TADs were used to visualize how long it took to perform an activity (with dots) and to show a timely order in which to do things (schedules with pictures and/or text), i.e.…”

Section: Time-related Interventions Increase Tpa and Dtm In Children supporting

confidence: 89%

“…apps for smartphones and electronic planning devices, but can also be low-tech, consisting of paper and pictures (Gillespie et al, 2012; International Organization for Standardization, Introduction 2019; National Board of Health and Welfare, 2014). Greater independence, a sense of self-control and increased DTM have been reported for children, adolescents and adults with autism, acquired brain injuries, developmental disabilities, intellectual disabilities and psychiatric illness (Adolfsson, Lindstedt, & Janeslatt, 2015;Charters, Gillett, & Simpson, 2015;Gillespie et al, 2012;Gillette & DePompei, 2004;Janeslätt, Kottorp, et al, 2014;Leopold, Lourie, Petras, & Elias, 2015;Lindstedt & Umb-Carlsson, 2013;Söderstrom et al, 2019). Most studies have focused on adults with acquired brain injuries (Gillespie et al, 2012).…”

Section: Compensationmentioning

confidence: 99%

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Keeping track of time : Daily time management, participation, and time-related interventions for children, adolescents, and young adults with neurodevelopmental disorders

Wennberg

2019

Linköping University Medical Dissertations

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The overall aim of this thesis was to investigate daily time management (DTM) and time-related interventions aiming to enhance participation in everyday activities among school-age children and young adults with neurodevelopmental disorders. I was delighted to have the opportunity to start research in this area! This thesis can contribute to knowledge about daily time management for people with neurodevelopmental disorders. I also hope that the thesis can arouse interest and inspiration in providing tools for those children, adolescents and adults with neurodevelopmental disorders who need time-related interventions. Attention-deficit/hyperactivity disorder According to DSM-5 (American Psychiatric Association, 2013), the core symptoms of ADHD are difficulties with attention or hyperactivity or a combination of the two (Faraone et al., 2015). The symptoms appear to change during the child's development, with preschool children more often having problems with hyperactivity/impulsivity than attention. Difficulties with hyperactivity/impulsivity tend to decrease over time, while difficulties with attention appear to remain relatively stable (Wahlstedt, 2009). Those children who have the combined type of ADHD are expected to experience the greatest difficulties with attention at older ages, as hyperactivity/impulsivity are expected to decrease. Intellectual disabilities According to DSM-5 (American Psychiatric Association, 2013), ID is defined as a deficit in intellectual functioning (IQ < 70) combined with a deficit in adaptive functioning in at least one of three domains: conceptual, social, and practical. The conceptual domain includes language and literacy, concepts of money, time and numbers, and self-direction. The social domain includes interpersonal skills, social responsibility and social problem-solving. The practical domain includes activities of daily living, e.g. personal care, occupational performance and use of products involved in daily activities (American Association on Intellectual and Developmental Disabilities, 2010). The global prevalence of people with ID is estimated to be about 1% and among adults about 0.5% (Maulik, Mascarenhas, Mathers, Dua, & Saxena, 2011). Maulik et al. (2011) found a higher prevalence in low-and middle-income countries, in studies that did not use standard diagnostic systems and in studies with children and adolescents compared to adults. Children with ID have slower cognitive development than children without disabilities, and the level of abstract thinking as an adult is lower (Kylén, 1986). People with ID have limitations in their executive functions (Danielsson, Henry, Ronnberg, & Nilsson, 2010). It is well known that difficulties with abstract concepts such as the understanding of time concepts (Kylén, 1986; Owen & Participation and autonomy According to ICF, participation is defined as "involvement in a life situation" (World Health Organization, 2007). Participation can be seen primarily as an interaction between the person and the environment, both social and phys...

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Section: Time-related Interventions Increase Tpa and Dtm In Children supporting

confidence: 89%

Section: Compensationmentioning

confidence: 99%

Keeping track of time : Daily time management, participation, and time-related interventions for children, adolescents, and young adults with neurodevelopmental disorders

Wennberg

2019

Linköping University Medical Dissertations

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“…ADHD is shown to be persistent [ 9 , 10 , 21 ] and children diagnosed with ADHD have been found to have continuing problems with DTM as adults [ 22 ]. These problems take the form of procrastination, and missed appointments and deadlines [ 8 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of time-related interventions in children with ADHD aged 9–15 years: a randomized controlled study

Wennberg

Janeslätt

Kjellberg

et al. 2017

Eur Child Adolesc Psychiatry

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Specific problems with time and timing that affect daily routines, homework, school work, and social relations have been recognized in children with ADHD. The primary treatments for children with ADHD do not specifically focus on time-related difficulties. The aim of this randomized controlled study (RCT) was to investigate how multimodal interventions, consisting of training in time-processing ability (TPA) and compensation with time-assistive devices (TAD), affect TPA and daily time management (DTM) in children with ADHD and time difficulties, compared with only educational intervention. Thirty-eight children on stable medication for ADHD in the 9–15-year age range were randomly allocated to an intervention or a control group. The children’s TPA was measured with a structured assessment (KaTid), and the children’s DTM was rated by a parent questionnaire (Time-Parent scale) and by children’s self-reporting (Time-Self-rating). The intervention consisted of time-skill training and compensation with TAD. Data were analysed for differences in TPA and in DTM between the control and intervention groups in the 24-week follow-up. Children in the intervention group increased their TPA significantly (p = 0.019) more compared to the control group. The largest increase was in orientation to time. In addition, the parents in the intervention group rated their children’s DTM as significantly (p = 0.01) improved compared with the parents in the control group. According to the children, their DTM was not significantly changed. In conclusion, a multimodal intervention consisting of time-skill training and TAD improved TPA and DTM in children with ADHD aged 9–15 years.Electronic supplementary materialThe online version of this article (doi:10.1007/s00787-017-1052-5) contains supplementary material, which is available to authorized users.

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“…Together with ensuring motivation in the adolescents with ID, it is also necessary to ensure the motivation of the adults in the individual's life and that they are motivated to enable training as that will influence how often an individual with ID plans. Research has found that staff motivation and attitudes influence the use of ATCs (Adolfsson et al, 2015). Parents and other adults might think that it is easier and less time consuming to finish the plan themselves, without the help of the individual with a disability.…”

Section: Parents Are Intermediary Usersmentioning

confidence: 99%

Time to Plan : How to support everyday planning in adolescents with intellectual disability

Palmqvist

2020

Studies From the Swedish Institute for Disability Research

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Studies from the Swedish Institute for Disability Research No. 100 At the Faculty of Arts and Sciences at Linköping University, research and doctoral studies are carried out within broad problem areas. Research is organized in interdisciplinary research environments and doctoral studies mainly in graduate schools. Jointly, they publish the series Linköping Studies in Arts and Science. This thesis comes from the Swedish Institute for Disability Research at the Department of Behavioural Sciences and Learning.

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How people with cognitive disabilities experience electronic planning devices

Abstract: EPDs allow people with cognitive disabilities the possibility to deal with daily challenges; those who find EPDs beneficial tend to use them. EPDs can help people with cognitive disabilities in organisation, managing time and improve volition.

Cited by 19 publications

References 43 publications

Keeping track of time : Daily time management, participation, and time-related interventions for children, adolescents, and young adults with neurodevelopmental disorders

Keeping track of time : Daily time management, participation, and time-related interventions for children, adolescents, and young adults with neurodevelopmental disorders

Effectiveness of time-related interventions in children with ADHD aged 9–15 years: a randomized controlled study

Time to Plan : How to support everyday planning in adolescents with intellectual disability

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