Teaching individuals with intellectual disability to email across multiple device platforms

Cihak, David F.; McMahon, Daniel; Smith, Cate C.; Wright, Rachel; Gibbons, Melinda M.

doi:10.1016/j.ridd.2014.10.044

Cited by 25 publications

(27 citation statements)

References 18 publications

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“…The types of interventions included the following: a sports training programme to examine social bonding (Bota et al, ), a longitudinal cohort study monitoring participation in daytime activity (Gray et al, ) and a coaching package on task engagement and social interactions (Gilson & Carter, ). In addition, a training module for developing social competence (Iconaru & Ciucurel, ), studies using digital platforms, for example email use, a home‐based social media intervention, video‐based instruction to increase social network and task engagement (Cihak et al, ; Davies et al, ; Gibson & Carter, ; Raghavendra, Newman, Grace, & Wood, ; Walsh, Holloway, & Lydon, ), a dog‐walking programme to gain confidence to engage socially (Bould, Bigby, Bennett, & Howell, ), and a community employment and education programme (Schneider & Hattie, ). Others included the following: a research project named GO4KIDDS (Great Outcomes for Kids Impacted by Severe Developmental Disabilities) that examined the social participation and friendships among kids (Taheri, Perry, & Minnes, ), a structured supported social group (Wilson et al, ), a peer‐supported intervention including a randomized control trial (RCT) (Asmus et al, , ) and a social skills programme to improve employment‐related social competence (Walsh et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…Raghavendra et al () in their study reported an increase in the length in communication, and more meaningful messages after the implementation of a targeted social media intervention. Similarly, Cihak et al () reported email use as another form of communication that may ease social isolation. Walsh et al () evaluated the effectiveness of a social skills curriculum and video modelling to increase social communication and reported overall social competence, and as a result, problem behaviour decreased.…”

Section: Discussion Of Key Findingsmentioning

confidence: 99%

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Enhancing social inclusion of young adults with intellectual disabilities: A systematic review of original empirical studies

Louw

Kirkpatrick

Leader

2019

Research Intellect Disabil

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Background Social inclusion is regarded as an important determinant of health, particularly for young adults with intellectual disabilities. However, only a limited number of reviews report on the findings of original empirical studies on social inclusion of young adults with intellectual disabilities. This review provides a succinct synopsis of original empirical studies on social inclusion among young adults with intellectual disabilities for the period between January 2013 and January 2019. Methods Studies were drawn from three electronic databases: ScienceDirect, PubMed and PsycINFO. In addition, hand searches were carried out in several international journals focusing on intellectual disability research. The review included both qualitative and quantitative studies. In all, 24 key studies met the inclusion criteria for this review. The Methodological Quality Checklist developed by Downs and Black (Journal of Epidemiology Community Health, 1998, 52, 377) was used to independently assess study quality, and the Cochrane Collaboration Intervention Clinical Appraisal Form was used to extract data and outcome measures for each study. Results Among the key findings, structured and organized social inclusion interventions were reported to create better opportunities to engage in social interactions and improve social skills. Moreover, evaluating outcomes on the two core quality‐of‐life domains, that of interpersonal relationships and community participation, were reported to facilitate positive outcomes for social inclusion of young adults with intellectual disabilities. Conclusion There is a need to do an in‐depth exploration of the potential impact of facilitators that promote social inclusion of young adults with intellectual disabilities, by conducting rigorous empirical investigations.

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Section: Resultsmentioning

confidence: 99%

Section: Discussion Of Key Findingsmentioning

confidence: 99%

Enhancing social inclusion of young adults with intellectual disabilities: A systematic review of original empirical studies

Louw

Kirkpatrick

Leader

2019

Research Intellect Disabil

View full text Add to dashboard Cite

show abstract

“…This may explain the individual need to change to the most personalised Internetenabled device when possible in each setting. In studies on developing or teaching cognitively accessible interface to persons with intellectual disabilities, its use in everyday settings or over time was reported to be lacking (Cihak et al, 2015;Davies et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…For example, cognition has an impact on word processing skills, which is an important digital competence when using the Internet (Wu, Chen, Yeh, Wang, & Chang, 2014). To overcome difficulties with digital literacy skills among persons with intellectual disabilities, different devices have been successfully used when teaching emailing (Cihak, McMahon, Smith, Wright, & Gibbons, 2015), and a cognitively accessible interface prototype has been developed for social media use, which showed support for increasing independent use of the Facebook (Davies et al, 2015). However, these studies were done with few participants in controlled settings and research is lacking on access and use in the everyday settings where Internet-enabled devices are to be used (Ólafsson et al, 2014).…”

mentioning

confidence: 99%

Access to and use of the Internet among adolescents and young adults with intellectual disabilities in everyday settings

Ågren

Kjellberg

Hemmingsson

2018

Journal of Intellectual & Developmental Disability

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Background: The aim of this study was to explore and describe access to the Internet and how it is used among adolescents and young adults with mild and moderate intellectual disabilities in their everyday settings. Method: Data were collected through observations of and interviews with 15 participants with intellectual disabilities, aged 13-25 years, on access and use of the Internet in school or work and at home or in their free time. A qualitative content analysis was used. Results: Main findings were categorised into: access to the Internet in different settings, challenges when using the Internet and strategies to handle the digital environment and take part in Internet activities.Conclusions: This study revealed that participants had access to Internet connections and to a high number of Internet-enabled devices. Participants used the Internet through strategies when doing Internet activities, for example using pictures and reducing the number of Internet-enabled devices used in their everyday settings.

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“…Although technology is not a remedy for all the challenges and difficulties students with disabilities experience, research evidence suggests that it can be used as a tool to support learning and increase opportunities to engage in a task and participate in instruction. However, for successful use of tablet devices to be ensured for students with disabilities, it is necessary to move from just providing more tablet devices to investing in how to develop effective instructional practices that can be accompanied by tablet devices (Cihak, McMahon, Smith, Wright, & Gibbons, ). Considering the potential benefits of using tablet computers for instructional purposes in teaching students with disabilities, there is a need to evaluate (a) whether the effectiveness of TAI for students with disabilities addressed across intervention studies can be asserted based on methodological rigour and (b) if instructional approaches applied in TAI studies are promising enough to be evidence‐based for students with disabilities.…”

Section: Tablet‐assisted Instruction Approaches For Students With Dismentioning

confidence: 99%

The quality of evidence in tablet‐assisted interventions for students with disabilities

Kim

Park

Coleman

2017

Computer Assisted Learning

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The purpose of this review is to weigh the evidence of the effectiveness of tablet-assisted instructions (TAIs) at improving academic outcomes of students with disabilities. An extensive search process with inclusion and exclusion criteria yielded a total of 17 studies to be included in the present study: three group design studies and 14 single-subject design studies. The quality indicators proposed by Gersten et al. (2005) and Horner et al. (2005) were applied to evaluate the methodological rigour of TAI studies and their feasibility to be considered evidence-based. Results revealed that (a) most group design studies provided little information about the intervention agent and equivalence of groups across conditions, (b) the social validity of using tablets for students with disabilities was strongly established across all single-subject design studies and (c) procedural fidelity in assessment and intervention implementation was inadequately addressed in group design studies. Although this review suggests that TAI used in single-subject design studies can be a potentially evidencebased practice for students with disabilities, there still remains to be established whether the group design studies can be considered evidence-based, because of the lack of methodological rigour in group design studies. Finally, implications for future directions and practical ideas are discussed.Keywords tablet-assisted instruction, evidence-based practice, quality criteria, procedural fidelity.

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Teaching individuals with intellectual disability to email across multiple device platforms

Cited by 25 publications

References 18 publications

Enhancing social inclusion of young adults with intellectual disabilities: A systematic review of original empirical studies

Enhancing social inclusion of young adults with intellectual disabilities: A systematic review of original empirical studies

Access to and use of the Internet among adolescents and young adults with intellectual disabilities in everyday settings

The quality of evidence in tablet‐assisted interventions for students with disabilities

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