Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs

Babb, Salena; McNaughton, David; Light, Janice; Caron, Jessica; Wydner, Kirk; Jung, Sojung

doi:10.1080/07434618.2020.1737966

Cited by 27 publications

(15 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For studies that included both daily living and vocational skills, we included findings specified as vocational skills; studies that did not report separate findings regarding daily living skills and vocational skills were excluded. Moreover, studies that did not describe participants' disability types, did not implement an intervention, or implemented interventions that were not specific to employment contexts (e.g., skills needed for volunteer activity, Babb et al, 2020) were excluded. Studies that did not report quantitative results (e.g., Gentry et al, 2012) were excluded.…”

Section: Search Strategiesmentioning

confidence: 99%

“…Our criteria may have excluded studies targeting skills not labeled as vocational skills (e.g., volunteer or daily living skills) but that eventually may translate into vocational opportunities. For example, Babb et al (2020) used video prompting to promote participation in volunteer activities (e.g., packing backpacks of food) and noted the difference between volunteer settings and paid employment settings, indicating that increased self-esteem from contributing to others' welfare is specific to volunteer activities. We recommend more comprehensive reviews investigating how patterns emerging from technologybased vocational interventions are similar to or different from interventions targeting volunteer or daily living skills (along with clear definitions distinguishing these related constructs).…”

Section: Limitationsmentioning

confidence: 99%

See 1 more Smart Citation

A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

Kim

Crowley

2021

Career Development and Transition for Exceptional Individuals

View full text Add to dashboard Cite

This scoping review synthesized existing literature to address what is known about technology-based employment interventions for autistic individuals and how these interventions were conducted. A systematic multi-database search yielded 48 studies (362 participants; mean age = 20.5 years; 85.3% male) that met the inclusion criteria. Phones/tablets were used most frequently; 33 studies used technological devices for video modeling and/or prompting independently or alongside cueing or feedback. Most interventions were effective in improving job-specific, transferable, and interview skills of autistic individuals. Future studies are needed to examine whether these interventions lead to generalized outcomes and employment opportunities. We also offer recommendations for practice focused on teaching transition-aged students digital literacy skills and transferable skills for a wide range of job options.

show abstract

Section: Search Strategiesmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

Kim

Crowley

2021

Career Development and Transition for Exceptional Individuals

View full text Add to dashboard Cite

show abstract

“…Intellectual and developmental disabilities are the major symptoms that are explored in the following works: [25,30,62,65,70,[75][76][77][78][79]. They address different problems related to DS adults and students such as: performing work tasks [27,30,74]; obtaining independent life skills [25,75,77]; improving long-term memory [76] and sensory stimulation [65]; experience of performing several of these, and finally; evaluation of vocational training [62].…”

Section: Theme 1: Variety Of Disabilitiesmentioning

confidence: 99%

“…Support of labor activities is implemented with three different approaches: by frequent repetition of learned labor skills [74], gamification of simple job skill acquisition [30], or enhancing orientation [27]. Life skills including shopping, social interaction, and job interviews [25] are additionally enhanced by eye-hand coordination skills that are crucial to increasing literacy skills [75].…”

Section: Theme 1: Variety Of Disabilitiesmentioning

confidence: 99%

Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda

2022

View full text Add to dashboard Cite

Since the beginning of the 21st century, the lifespan of people born with Down syndrome (DS) has increased. They now outlive their parents and rely on their relatives who usually sacrifice their own families to care for their disabled siblings. To reduce the pressure on families and the wider community, it is crucial to prepare DS people for independent life from early childhood. Emerging technologies can significantly support the process of acquiring the skills that are necessary for solving real-life problems at home and work. To assess their impact and estimate how much they are implemented in inclusive education, a review of 564 papers published after 2015 was done using the PRISMA review model. After gradual exclusion, 24 papers were used for the final review. Thematic analysis resulted in four themes with one common concept: variety. The results of examining the four research questions defined in the paper’s background confirm that the synergy of emerging assistive technologies and inclusive education has the potential of becoming a very effective strategy for creating an independent life for DS individuals. Many questions remain open, mainly related to a DS persons’ specific needs and capabilities. The acceptance of the proposed synergy will depend on them.

show abstract

“…Research focusing on situations involving individuals with Autism includes: studies of communication aimed at improving speech and language acquisition for the person with Autism (e.g., McDaniel and Schuele, 2021) or including communication devices to enhance interactions (e.g., Logan et al, 2017;Thiemann-Bourque et al, 2018;Babb et al, 2020;Clarke and Williams, 2020;Gevarter et al, 2020;O'Brien et al, 2020;Pierson et al, 2021). Additional studies center on nonverbal communication, emotion, and empathy (e.g., Dvash and Shamay-Tsoory, 2014;Timler et al, 2014;Sahar, 2017;Wieder, 2017).…”

Section: Autism In Emergencies: Communicating Safetymentioning

confidence: 99%

A Communication Complex Approach to Autism Awareness Training Within First Response Systems in Indiana

Rascon

2022

Front. Commun.

View full text Add to dashboard Cite

Providing Autism and communication training to facilitate better interactions in emergency situations between first responders and individuals with Autism is a critical need. Although trainings exist for first responders, “typical training already being provided on the job is not sufficient” (IBCCES). In addition, while resources—such as YouTube videos—are available, the process for viewing, discussing, and debriefing over the material along with the development of more effective conversational practices is an unexplored space. This case study describes the use of the Communication Complex (CC) perspective for training Volunteer Firefighters in Indiana, emphasizing the development of knowledge and skills necessary for effectively managing this often challenging context. It extends the body of CC research that relates to first responders and other health care providers. An elaboration of the theoretical framing is provided, followed by a brief introduction to Autism and a discussion of safety concerns in the community. Finally, a detailed analysis of the case study is presented. Reports from the participants indicate that Autism awareness training through a CC approach can enable more desirable interaction patterns in emergency situations involving first responders and those with Autism. The findings suggest that the CC approach is effective for enhancing understanding, which can positively impact future scenarios involving individuals with Autism and their families and increase feelings of safety.

show abstract

Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs

Cited by 27 publications

References 33 publications

A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

Impact of Assistive Technologies to Inclusive Education and Independent Life of Down Syndrome Persons: A Systematic Literature Review and Research Agenda

A Communication Complex Approach to Autism Awareness Training Within First Response Systems in Indiana

Contact Info

Product

Resources

About