Use of a iPhone Task Analysis Application to Increase Employment-Related Chores for Individuals With Intellectual Disabilities

Randall, Kristina N.; Johnson, Friggita; Adams, Simone; Kiss, Christopher W.; Ryan, Joseph B.

doi:10.1177/0162643419836410

Cited by 23 publications

(15 citation statements)

References 36 publications

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“…One group of programs requires that the participants operate the device to access the instructions (i.e., self-prompting programs; Cullen et al, 2017a;Desideri et al, 2020;Pérez-Fuster et al, 2019). For example, the participants touch the tablet to move to the next instruction, carry out the activity step corresponding to that instruction, and then repeat the process (i.e., seeking the next instruction and performing the related step) until the activity is completed (Heider et al, 2019;Lancioni et al, 2000;Randall et al, 2020;Savage & Taber-Doughty, 2017;Shepley et al, 2018a, b).…”

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confidence: 99%

Tying the Delivery of Activity Step Instructions to Step Performance: Evaluating a Basic Technology System with People with Special Needs

Lancioni

O’Reilly

Sigafoos

et al. 2021

Adv Neurodev Disord

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Objectives This study assessed a new technology system that automatically presented instructions for multistep activities to people with intellectual and sensory disabilities. The instructions were presented one at a time, and tied to the participants’ performance of the activity steps. That is, a new instruction occurred only after the participant had carried out the previous step. Methods The new system involved a Samsung Galaxy A10 with Android 10.0 operating system equipped with Amazon Alexa, MacroDroid, and Philips Hue applications and a Philips Hue indoor motion sensor. The assessment of the new system was carried out with seven participants who were exposed to two or three pairs of activities. They performed one activity of each pair with the new system and the other with a system presenting instructions at preset time intervals according to an alternating treatments design that included a cross-over phase. Results The mean percentage of correct responses tended to be higher with the new system than with the control system. Paired t-tests carried out to compare the sessions with the new system with the sessions with the control system of each participant showed that the differences in correct responses between the two sets of sessions were statistically significant for all participants. Conclusions The new system may represent a useful (advantageous) tool for supporting people like those involved in this study in the performance of multistep activities.

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confidence: 99%

Tying the Delivery of Activity Step Instructions to Step Performance: Evaluating a Basic Technology System with People with Special Needs

Lancioni

O’Reilly

Sigafoos

et al. 2021

Adv Neurodev Disord

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“…Memory, comprehension, and communication difficulties possessed by people with intellectual disabilities can be managed when agencies match the appropriate technology to the support need (Damianidou et al, 2019). For example, client use of self‐management devices and smartphone technology for reminders and tailored instructions at the workplace can improve client independence (Randall et al, 2020) and save job coach or supervisor time and attention.…”

Section: Discussionmentioning

confidence: 99%

“…Most respondents agreed that Self-Management technologies (prompts and reminders for clients to complete work tasks) made their job in supporting clients at the worksite easier. Assistive technology such as prompting devices for small job tasks, like office tasks, have helped people with intellectual disabilities be more independent (Randall et al, 2020), and it may save time and effort for staff who work with them.…”

Section: Quantitative Responses By Administration and Staffmentioning

confidence: 99%

“…Electronic assistive technologies are equipment or devices such as computers and portable electronic devices that help people with disabilities with tasks (US Code, 2021). Assistive technology is an effective job support for people with mild to moderate intellectual disabilities and can specifically aid in task scheduling, setting navigation, and work participation (Morash‐Macneil et al, 2018; Randall et al, 2020). Technologies that incorporate universal design, features that meet the needs of all people regardless of disability, show the most benefit for employment‐related outcomes for people with intellectual disabilities (Damianidou et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Electronic assistive technology use and supported employment

Heman

Rhodes

Cox

2022

Research Intellect Disabil

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Background: Level of electronic assistive technology use by people with intellectual disabilities is lower than for other disability groups.Methods: In this mixed-methods exploratory study during the pandemic, staff (online survey) and executive administration (focus group) from a regional supported employment service provider in the Midwest US were surveyed about use of and barriers to use of electronic assistive technology for their clients with intellectual disabilities.Results: Forty percent of staff reported 'not' using any of the assistive technologies with their clients. Executive administration perceived that they should be providing technology resources to clients and staff. Both groups rated expense, access, and complexity as barriers to assistive technology use at the client's worksite.Conclusions: Identifying the types of assistive technologies that can be most easily accessed and most cost-effective, including lower-cost consumer market devices, as employment supports for people with intellectual disabilities may be a first step in helping to overcome perceived barriers to use. K E Y W O R D S administration, assistive technology, intellectual disabilities, supported employment 1 | BACKGROUND People with intellectual disabilities, developmental disability that includes limitations in intellectual functioning and conceptual, social, and practical skills (AAIDD, 2021), are generally underemployed compared to people without disabilities and people with other disabilities (Almalky, 2020). Competitive employment challenges faced by people with intellectual disabilities generally stem from cognitive difficulties that affect memory , comprehension, communication, and social skills (Almalky, 2020). Employment supports such as accommodations, strategies, and systems to help people with intellectual disabilities find and maintain jobs may be needed. Supports can include skill assessment, job matching, and partnerships between supported employment service providers and employers (AAIDD, 2021). In reviews, supported

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“…Collins et al ( 2014 ) used it to teach employment skills to college students enrolled in a university transition program. Randall et al ( 2020 ) used a smartphone application with video and audio prompting to improve the completion of work-related office tasks with four young adults with intellectual disability (ID). Parker et al ( 2020 ) used video modeling to teach college-aged students to interact with coworkers at a workplace.…”

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confidence: 99%