Teaching Food Preparation Skills to People with Intellectual Disabilities: a Literature Overview

Abstract

Background Food preparation skills are considered very relevant for people with intellectual disabilities. This paper reviewed research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies. Methods Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards. Results The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.

What is the Best Strategy “Evidence-Based Practice” to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review

“…Studies that have successfully applied pictorial self-instructions include Mithaug and Mithaug (2003) in the completion of academic assignments; Hume, Plavnick and Odom (2012) in the completion of tasks; Schneider and Goldstein (2010) in adoption of socially appropriate behavior; Lancioni and O'Reilly (2002) in preparation of food; and Steed and Lutzker (1997) in the completion of vocational tasks. SDLMI has also been applied in teaching the students with multiple disabilities self-directed learning in taking action, setting goals, and making adjustments to plans or procedures (Wehmeyer et al, 2000).…”

Zihin Yetersizliği Olan Öğrencilere Yemek Pişirme Becerilerinin Öğretiminde Kendine Yönerge Verme Öğretme Stratejileri ile Resimli İpuçlarının Etkililiği / The Effects of Picture Cues and Self-Instruction in Teaching Cooking Skills to Children with Intellectual Disabilities

“…Using picture cues is an appropriate way to teach sequenced skills like food preparation skills (Mechling and Gustafson, 2009). Using picture cues, a strategy to give stimulus to oneself as an antecedent, is a frequently used approach to teach daily living skills, including meal preparation skills (Lancionie and O'Reilly, 2002). Mechling (2007) reviewed 17 studies based on picture prompts as visual supports.…”

Training staff to promote self‐management in people with intellectual disabilities

“…So far, little self‐management research has been directed at improving overall independence and self‐reliance in people with intellectual disabilities. However, several studies have focused on teaching individual skills to people with intellectual disabilities that would lead to improvements in these domains, such as teaching safety skills (Dixon, Bergstrom, Smith, & Tarbox, ; Mechling, Gast, & Gustafson, ; Wright & Wolery, ), food preparation (Graves, Collins, & Schuster, ; Lancioni & O'Reilly, ) and setting the table (Cannella‐Malone et al., ; Goodson, Sigafoos, O'Reilly, Cannella, & Lancioni, ). A few intervention studies from the field of occupational therapy have also been conducted, which focused on (instrumental) activities of daily living (Hällgren & Kottorp, ; Kottorp, Hällgren, Bernspång, & Fisher, ; McInerney & McInerney, ).…”