Startseite People with multiple disabilities use assistive technology to perform complex activities at the appropriate time
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

People with multiple disabilities use assistive technology to perform complex activities at the appropriate time

  • Giulio E. Lancioni EMAIL logo , Nirbhay N. Singh , Mark F. O’Reilly , Jeff Sigafoos , Adele Boccasini , Maria L. La Martire und Angela Smaldone
Veröffentlicht/Copyright: 13. November 2015

Abstract

Background:

Persons with moderate/severe intellectual and multiple disabilities may have difficulties determining (a) the times of the day when to engage in specific activities and (b) the sequence of steps needed for those activities. Assistive technology might help them with both requirements.

Methods:

This study assessed an assistive technology package to (a) remind three adults with multiple (i.e. intellectual and sensory-motor) disabilities of the activities to carry out at the appropriate times of the day and (b) provide them pictorial instructions for the steps of those activities. It included a Galaxy S-3 mini smartphone (by Samsung) for delivering verbal reminders and a Microsoft Surface RT tablet for presenting pictorial instructions concerning the single steps of the activities programmed. The study was carried out according to a non-concurrent multiple baseline design across participants.

Results:

All three participants were successful in using both components of the technology package and managed to (a) independently start the activities at the scheduled times and (b) perform them with high levels of accuracy (i.e. with mean percentages of correct steps exceeding 90).

Conclusion:

A technology package may enable persons with multiple disabilities to perform complex activities at the appropriate times.


Corresponding author: Giulio E. Lancioni, Department of Neuroscience and Sense Organs, University of Bari, Corso Italia 23, 70121 Bari, Italy, E-mail:

  1. Conflict of interest statement: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

References

1. Channon A. Intellectual disability and activity engagement: exploring the literature from an occupational perspective. J Occup Sci 2013;21:443–58.10.1080/14427591.2013.829398Suche in Google Scholar

2. Duttlinger C, Ayres KM, Bevill-Davis A, Douglas KH. The effects of a picture activity schedule for students with intellectual disability to complete a sequence of tasks following verbal directions. Focus Autism Other Dev Disabl 2013;28:32–43.10.1177/1088357612460572Suche in Google Scholar

3. Gentry T, Lau S, Molinelli A, Fallen A, Kriner R. The Apple iPod as a vocational support aid for adults with autism: three case studies. J Vocat Rehabil 2012;37:75–85.10.3233/JVR-2012-0601Suche in Google Scholar

4. Lancioni GE, Singh NN, O’Reilly MF, Sigafoos J, Oliva D, Smaldone A, et al. A verbal-instruction system to help persons with multiple disabilities perform complex food- and drink-preparation tasks independently. Res Dev Disabil 2011;32: 2739–47.10.1016/j.ridd.2011.05.036Suche in Google Scholar PubMed

5. Mechling LC, Gast DL, Seid NH. Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities. Educ Train Autism Dev Disabil 2010;45:422–39.Suche in Google Scholar

6. Storey K. Smart houses and smart technology: overview and implications for independent living and supported living services. Intellect Dev Disabil 2010;48:464–9.10.1352/1934-9556-48.6.464Suche in Google Scholar PubMed

7. Gillespie A, Best C, O’Neil B. Cognitive function and assistive technology for cognition: a systematic review. J Int Neuropsych Soc 2012;18:1–19.10.1017/S1355617711001548Suche in Google Scholar PubMed

8. Gillette Y, DePompei R. Do PDAs enhance the organization and memory skills of students with cognitive disabilities? Psychol Schools 2008;45:665–77.10.1002/pits.20316Suche in Google Scholar

9. Seelye AM, Schmitter-Edgecombe M, Das B, Cook DJ. Application of cognitive rehabilitation theory to the development of smart prompt technologies. IEEE Rev Biomed Eng 2012;5: 29–44.10.1109/RBME.2012.2196691Suche in Google Scholar PubMed PubMed Central

10. Cannella-Malone HI, Brooks DG, Tullis CA. Using self-directed video prompting to teach students with intellectual disabilities. J Behav Educ 2013;22:169–89.10.1007/s10864-013-9175-3Suche in Google Scholar

11. Lancioni GE, Singh NN, O’Reilly MF, Sigafoos J, Oliva D. A verbal-instruction system to help a woman with intellectual disability and blindness manage food-and drink-preparation tasks. Clin Case Stud 2011;10:79–90.10.1177/1534650110395380Suche in Google Scholar

12. Harr N, Dunn L, Price P. Case study on effect of household task participation on home, community, and work opportunities for a youth with multiple disabilities. Work 2011;39:445–53.10.3233/WOR-2011-1194Suche in Google Scholar PubMed

13. Mechling LC. High tech cooking: a literature review of evolving technologies for teaching a functional skill. Educ Train Dev Disab 2008;43:474–85.Suche in Google Scholar

14. Ramdoss S, Lang R, Fragale C, Britt C, O’Reilly M, Sigafoos J, et al. Use of computer-aided interventions to promote daily living skills in individuals with intellectual disabilities: a systematic review. J Dev Phys Disabil 2012;24:197–215.10.1007/s10882-011-9259-8Suche in Google Scholar

15. Ayres KM, Mechling L, Sansosti FJ. The use of mobile technologies to assist with life/skills independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: considerations for the future of school psychology. Psychol Schools 2013;50:259–71.10.1002/pits.21673Suche in Google Scholar

16. Bidwell MA, Rehfeldt RA. Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation. Behav Intervent 2004;19:263–74.10.1002/bin.165Suche in Google Scholar

17. Shih C-H, Chang M-L. Enabling people with developmental disabilities to actively follow simple instructions and perform designated occupational activities according to simple instructions with battery-free wireless mice by controlling environmental stimulation. Res Dev Disabil 2012;33:2013–9.10.1016/j.ridd.2012.05.021Suche in Google Scholar PubMed

18. Lancioni GE, O’Reilly MF, Seedhouse P, Furniss F, Cunha B. Promoting independent task performance by persons with severe developmental disabilities through a new computer-aided system. Behav Modif 2000;24:724–41.10.1177/0145445500245005Suche in Google Scholar PubMed

19. Steed SE, Lutzker JR. Using picture prompts to teach an adult with developmental disabilities to independently complete vocational tasks. J Dev Phys Disabil 1997;9:117–33.10.1023/A:1024925702327Suche in Google Scholar

20. Briggs A, Alberto P, Sharpton W, Berlin K, McKinley C, Ritts C. Generalized use of a self-operated audio prompt system. Educ Train Ment Ret 1990;25:381–9.Suche in Google Scholar

21. Steed SE, Lutzker JR. Recorded audio prompts: a strategy to increase independent prevocational task completion in individuals with dual diagnosis. Behav Modif 1999;23: 152–68.10.1177/0145445599231007Suche in Google Scholar PubMed

22. Cannella-Malone HI, Fleming C, Chung Y-C, Wheeler GM, Basbagill AR, Singh AH. Teaching daily living skills to seven individuals with severe intellectual disabilities: a comparison of video prompting to video modeling. J Posit Behav Interv 2011;13:144–53.10.1177/1098300710366593Suche in Google Scholar

23. Cihak D, Alberto PA, Gama RI. A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures. Focus Autism Other Dev Disabl 2006;21:88–99.10.1177/10883576060210020601Suche in Google Scholar

24. Furniss F, Lancioni G, Rocha N, Cunha B, Seedhouse P, Morato P, et al. VICAID: development and evaluation of a palmtop-based job aid for workers with severe developmental disabilities. Brit J Educ Technol 2001;32:277–87.10.1111/1467-8535.00198Suche in Google Scholar

25. Mechling LC, Gustafson M. Comparison of the effects of static picture and video prompting on completion of cooking related tasks by students with moderate intellectual disabilities. Exceptionality 2009;17:103–16.10.1080/09362830902805889Suche in Google Scholar

26. Payne D, Cannella-Malone HI, Tullis CA, Sabielny LM. The effects of self-directed video prompting with two students with intellectual and developmental disabilities. J Dev Phys Disabil 2012;24:617–34.10.1007/s10882-012-9293-1Suche in Google Scholar

27. Lancioni GE, Singh N, O’Reilly M, Sigafoos J, Alberti G, Boccasini A, et al. A computer-aided program regulating the presentation of visual instructions to support activity performance in persons with multiple disabilities. J Dev Phys Disabil 2015;27:79–91.10.1007/s10882-014-9402-4Suche in Google Scholar

28. Boman IL, Lindberg Stenvall C, Hemmingsson H, Bartfai A. A training apartment with a set of electronic memory aids for patients with cognitive problems. Scand J Occup Ther 2010;17:140–8.10.3109/11038120902875144Suche in Google Scholar PubMed

29. DePompei R, Gillette Y, Goetz E, Xenopoulos-Oddsson A, Bryen D, Dowds M. Practical applications for use of PDAs and smartphones with children and adolescents who have traumatic brain injury. NeuroRehabilitation 2008;23:487–99.10.3233/NRE-2008-23605Suche in Google Scholar

30. Lancioni GE, O‘Reilly MF, Campodonico F, Oliva D, Groeneweg J. Promoting functional activity engagement at appropriate times with people with multiple disabilities. Percept Motor Skill 2002;94:1214–8.10.2466/pms.2002.94.3c.1214Suche in Google Scholar PubMed

31. Palmen A, Didden R, Verhoeven L. A personal digital assistant for improving independent transitioning in adolescents with high-functioning autism spectrum disorder. Dev Neurorehabil 2012;15:401–13.10.3109/17518423.2012.701240Suche in Google Scholar PubMed

32. Lancioni GE, Singh N, O’Reilly M, Sigafoos J, Boccasini A, Alberti G, et al. People with multiple disabilities use basic reminding technology to engage in daily activities at the appropriate times. J Dev Phys Disabil 2014;26:347–55.10.1007/s10882-014-9373-5Suche in Google Scholar

33. Kamimura T, Ishiwata R, Inoue T. Medication reminder device for the elderly patients with mild cognitive impairment. Am J Alzheimers Dis Other Demen 2012;27:238–42.10.1177/1533317512450066Suche in Google Scholar PubMed

34. Svoboda E, Richards B, Leach L, Mertens V. PDA and smartphone use by individuals with moderate-to-severe memory impairment: application of a theory-driven training programme. Neuropsychol Rehabil 2012;22:408–27.10.1080/09602011.2011.652498Suche in Google Scholar PubMed

35. Waldron B, Grimson J, Carton S, Blanco-Campal A. Effectiveness of an unmodified personal digital assistant as a compensatory strategy for prospective memory failures in adults with an ABI. Irish J Psychol 2012;33:29–42.10.1080/03033910.2012.659044Suche in Google Scholar

36. Sparrow SS, Cicchetti DV, Balla DA. Vineland adaptive behavior scales, 2nd ed. (Vineland II). Minneapolis: Pearson, 2005.10.1037/t15164-000Suche in Google Scholar

37. Barlow DH, Nock M, Hersen M. Single-case experimental designs: strategies for studying behavior change, 3rd ed. New York: Allyn & Bacon, 2009.Suche in Google Scholar

38. McDougall J, Evans J, Baldwin P. The importance of self-determination to perceived quality of life for youth and young adults with chronic conditions and disabilities. Rem Spec Educ 2010;31:252–60.10.1177/0741932509355989Suche in Google Scholar

39. Näslund R, Gardelli Å. ‘I know, I can, I will try’: youths and adults with intellectual disabilities in Sweden using information and communication technology in their everyday life. Disabil Soc 2013;28:28–40.10.1080/09687599.2012.695528Suche in Google Scholar

40. Dahlin E, Rydén M. Assistive technology for persons with psychiatric disabilities: accessibility and cost-benefit. Assist Technol Res Ser 2011;29:294–9.Suche in Google Scholar

41. Ripat J, Woodgate R. The intersection of culture, disability and assistive technology. Disabil Rehabil Assist Technol 2011;6: 87–96.10.3109/17483107.2010.507859Suche in Google Scholar PubMed

42. Scherer MJ, Craddock G, Mackeogh T. The relationship of personal factors and subjective well-being to the use of assistive technology devices. Disabil Rehabil 2011;33: 811–7.10.3109/09638288.2010.511418Suche in Google Scholar PubMed

43. Sunderland N, Catalano T, Kendall E. Missing discourses: concepts of joy and happiness in disability. Disabil Soc 2009;24:703–14.10.1080/09687590903160175Suche in Google Scholar

44. Verdugo MA, Gómez LE, Arias B, Navas P, Schalock RL. Measuring quality of life in people with intellectual and multiple disabilities: validation of the San Martín scale. Res Dev Disabil 2014;35:75–86.10.1016/j.ridd.2013.10.025Suche in Google Scholar PubMed

45. Catania AC. Learning, 5th ed. New York: Sloan, 2012.Suche in Google Scholar

46. Chan JM, Lambdin L, Van Laarhoven T, Johnson JW. Teaching leisure skills to an adult with developmental disabilities using a video prompting intervention package. Educ Train Autism Dev Disabil 2013;48:412–20.Suche in Google Scholar

47. Callahan K, Henson R, Cowan AK. Social validation of evidence-based practices in autism by parents, teachers, and administrators. J Autism Dev Disord 2008;38:678–92.10.1007/s10803-007-0434-9Suche in Google Scholar PubMed

48. Lenker JA, Harris F, Taugher M, Smith RO. Consumer perspectives on assistive technology outcomes. Disabil Rehabil Assist Technol 2013;8:373–80.10.3109/17483107.2012.749429Suche in Google Scholar PubMed

Received: 2015-6-20
Accepted: 2015-8-18
Published Online: 2015-11-13
Published in Print: 2016-8-1

©2016 Walter de Gruyter GmbH, Berlin/Boston

Heruntergeladen am 26.9.2025 von https://www.degruyterbrill.com/document/doi/10.1515/ijdhd-2015-0012/html
Button zum nach oben scrollen