Search results for ‘Subject term:"learning disabilities"’ Sort:
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GPS devices for elopement of people with autism and other developmental disabilities: a review of the published literature
- Authors:
- HAYWARD Brent, RANSLEY Fiona, MEMERY Rhiannon
- Journal article citation:
- Journal of Policy and Practice in Intellectual Disabilities, 13(1), 2016, pp.69-75.
- Publisher:
- Wiley
Elopement, sometimes referred to as absconding, is defined as leaving an area without supervision or carer permission. The authors reviewed the evidence for the use of Global Positioning Systems (GPS) as an intervention for elopement in people with autism and other developmental disabilities. They found few studies that explored the practicalities of GPS device use among carers of persons with developmental disabilities (most studies have been with carers of people with dementia) and even less research that focused on the testing of the functionality of GPS devices to locate cognitively-impaired persons. They conclude that this forces the existing empirical research to be sidelined in favour of non-evidence-based situational management strategies, of which the use of GPS devices is potentially a viable one. They also note that the results have important implications for policy and practice as there is little evidence to support the widespread recommendation that GPS devices are an effective intervention to prevent risk associated with elopement. (Edited publisher abstract)
Current perspective regarding adults with intellectual and developmental disabilities accessing computer technology
- Author:
- HOPPESTAD Brian Scott
- Journal article citation:
- Disability and Rehabilitation: Assistive Technology, 8(3), 2013, pp.190-194.
- Publisher:
- Taylor and Francis
- Place of publication:
- London
Purpose: This article was written to summarise current efforts in the research community in regards to assisting adults with severe developmental and intellectual disabilities to access a computer. Method: A literature search was conducted to determine contemporary research that has been conducted to enable computer use in persons with significant developmental disabilities utilising databases such as ERIC or PubMed. Results: Although various assistive technology devices and interventions have been developed for persons with all types of disabilities, a lack of research into methods to help persons with severe developmental disabilities access a computer is evident. This perpetuates the underutilisation of computers in this population such as those attending day programmes or residing in residential facilities. Conclusions: Persons with developmental disabilities, particularly adults, are often overlooked and are not thought to be capable of using a personal computer. Though communities have endeavored to further enhance participation by persons with disabilities in many aspects of mainstream society, there is a scarcity of research pertaining to how adults with intellectual disabilities can access a computer, especially those with severe impairments. Once formal schooling is over, there appears to be scant interest in supporting adults using computers. (Publisher abstract)
Teaching food preparation skills to people with intellectual disabilities: a literature overview
- Authors:
- LANCIONI Giuilo E., O'REILLY Mark F.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 15(3), September 2002, pp.236-253.
- Publisher:
- Wiley
Food preparation skills are considered very relevant for people with intellectual disabilities. This article reviews research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies.Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards.The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.