Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

Balint-Langel, Kinga; Yuan, Chengan; Hua, Youjia

doi:10.1177/0162643420933575

Cited by 7 publications

(5 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All the analysed studies are focused on a specific skill or capacity (Q4), with the aim of improving the experience of the user and, therefore, his/her quality of life in all cases. Many of these studies have indirectly aimed to work on autonomy, which is a fundamental aspect that is intended to be improved in the interventions in people with disabilities (Balint-Langel et al, 2022). This is very important in the transition to the adult life, since, in the labour scope, merely one third of people with disabilities find employment, and their jobs are usually precarious, especially in the case of people with intellectual disability (Alqahtani, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…In this regard, technology has a potential use in people with ID, who can learn to operate different devices and thus alleviate difficulties of daily living (Balint-Langel et al, 2022). As in other types of disabilities, technology may pose a support in people with ASD to work on different skills and therefore make their lives easier (Bassette et al, 2019).…”

Section: Type Of Disability Of Study Participantsmentioning

confidence: 99%

“…The results showed that most of the users succeeded in the use of these devices; however, different difficulties emerged, thus more research must be carried out in this line to further improve the quality of life of people with disabilities. All the studies in this field are carried out with the aim of improving their quality of life not only at school, but also in the transition to the adult and work life (Balint-Langel et al, 2022).…”

Section: Quality Of Life Of People With Disabilitiesmentioning

confidence: 99%

See 2 more Smart Citations

Technologies as a support resource for people with disabilities: A systematic review

Domínguez-González,

Hervás-Gómez,

Román-Graván

2024

tused

View full text Add to dashboard Cite

The increasing use of Information and Communication Technologies (ICT) has brought advances in interventions for people with disabilities. The aim of this study was to review the scientific literature of the last ten years regarding technologies as tools for improving the quality of life of people with disabilities. To this end, PRISMA methodology was used, performing a search in two different databases: Scopus and Web of Science (WoS), obtaining a final sample of 21 studies. To evaluate the risk of bias, the ROBIS tool was used, and the VOSviewer software was employed to carry out a keyword co-occurrence analysis. The main result to emerge was that the scientific literature is increasing, and that the most studied skills are those related to writing and reading. Most of the participants have intellectual disability or autism spectrum disorder move this sentence up. The scientific literature is still scarce; therefore, further research is necessary in this field, since the inclusion of ICT in the day-to-day, both in the teaching-learning process and in activities of daily living, offers new opportunities to people with disability.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Type Of Disability Of Study Participantsmentioning

confidence: 99%

Section: Quality Of Life Of People With Disabilitiesmentioning

confidence: 99%

See 1 more Smart Citation

Technologies as a support resource for people with disabilities: A systematic review

Domínguez-González,

Hervás-Gómez,

Román-Graván

2024

tused

View full text Add to dashboard Cite

show abstract

“…For example, Balint-Langel, Yuan, & Hua, (2020) taught three young adults with ID attending a post-secondary program to use electronic calendars. The task analyzed steps needed to schedule events and set reminders were first taught using an iPAD.…”

Section: Electronic Calendarsmentioning

confidence: 99%

Inclusion of Digital Literacy Skills in Transition Planning for Students With Intellectual Disabilities

Baxter

Reeves

2022

J Spec Educ Technol

View full text Add to dashboard Cite

Inclusive post-secondary education (PSE) for students with intellectual disabilities (IDs) is becoming increasingly common in colleges and universities. A majority of these inclusive PSE programs focus on academic enrichment, socialization, independent living skills, integrated work experiences, and career skills. Thus, in inclusive PSE programs, it is important for students with ID to be able to use technology for academic, employment, independent living, and communication functions. It is also beneficial if these students are able to use different technology devices (e.g., computers, smart phones, and tablets) for multiple purposes in order to complete academic, social, recreational, and vocational tasks. Although students with ID can be taught these skills in college, students who begin PSE programs already having these technology skills are better prepared for college and adulthood. Including digital literacy skills, technology strategies, and assistive technology use and application goals in Individualized Education Program (IEP) transition plans may be very helpful in preparing high school students for multiple adult outcomes. This paper describes some of the assistive technology and digital literacy skills, strategies, tools, and goals that secondary level special education teachers should include in students’ IEPs and transition plans. It also suggests how special education teachers can teach these technology skills.

show abstract

“…The implementation of VAS intervention programs such as providing smallgroup directions have been used in general classrooms and/ or educational settings [18], aiding in the enhancement of academic skills and the degree of interaction between peers, thereby reducing disruptive behaviors in classrooms [19]. This interventional approach is commonly used among children with autism spectrum disorder (ASD) [20] and intellectual disabilities [21]. Children diagnosed with ADHD exhibit difficulties in these skills, leading to disruptive behaviors in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of Visual Activity Schedule Intervention in Reducing Problem Behaviors in Children With Attention-Deficit/Hyperactivity Disorder Between the Age of 5 and 12 Years: A Systematic Review

Thomas

Karuppali

2022

J Korean Acad Child Adolesc Psychiatry

View full text Add to dashboard Cite

Objectives: Children with attention-deficit/hyperactivity disorder (ADHD) tend to be noisy and violate rules with their disruptive behaviors, resulting in greater difficulties with off-task behaviors and being at risk for social refusal. The visual activity schedule (VAS) intervention program is a frequently used method to teach multiple skills involving on-task, use of schedules, transition behaviors, social initiation, independent play skills, classroom skills, and academic skills. The current systematic review aimed to examine the efficacy of using VAS intervention in reducing problem behaviors in children with ADHD between 5 and 12 years of age. Methods: Systematic searches were conducted using two electronic databases (PubMed and Scopus) to identify relevant studies published in English between 2010 and 2020. Four studies met the inclusion criteria: two studies examined the effect of schedule-based tasks and the use of an iPad on classroom skills, while the other two examined randomized clinical trials (RCTs) of psychosocial treatment for ADHD inattentive type and a cross-sectional study examined the impact of the group size on task behavior and work productivity in children with ADHD. Results:The findings indicate that the interventions used in all four studies could lead to increased satisfaction among participants and parents, as well as a reduction in problem behavior. In terms of the research indicators, the RCT had low quality, while the others were of high quality. Conclusion: A larger number of studies and the ADHD clinical population would help to increase the generalizability of future reviews of treatments in this context.

show abstract

Teaching the Calendar Application on a Mobile Device to Young Adults With Intellectual and Developmental Disabilities

Cited by 7 publications

References 29 publications

Technologies as a support resource for people with disabilities: A systematic review

Technologies as a support resource for people with disabilities: A systematic review

Inclusion of Digital Literacy Skills in Transition Planning for Students With Intellectual Disabilities

The Efficacy of Visual Activity Schedule Intervention in Reducing Problem Behaviors in Children With Attention-Deficit/Hyperactivity Disorder Between the Age of 5 and 12 Years: A Systematic Review

Contact Info

Product

Resources

About