Adults with intellectual disabilities : Case studies using everyday technology to support daily living skills / Kathleen Golisz [i 3 més]Material type: ArticleContent type: text Media type: informàtic Carrier type: recurs en líniaSubject(s): Teràpia Ocupacional | Discapacitat intel·lectual o mental | AVDBOnline resources: Accés restringit usuaris EUIT
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|Journal article||Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa Internet||En línia||Link to resource||Not for loan||0001017273906|
|Journal||Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa Internet||En línia||Link to resource||Exclòs de préstec (Accés restringit)||Consulta en línia||262471|
Amiya Waldman-Levi, Richard P Swierat Joan Toglia
Adults with intellectual developmental disorders may have difficulties undertaking activities of daily living. This study aimed to identify changes in independence in activities of daily living following learning support using individualized everyday technologies.
A double-baseline case study design explored the use of everyday technology applications and devices to support functional performance of three men aged 32, 33, and 55 years, with mild to moderate intellectual disabilities. Performance of selected tasks was video-recorded and analysed on four occasions for each participant. Baselines were recorded twice before intervention to ensure the participant’s performance of the selected task was consistent. The intervention video was recorded at the midpoint of the participant’s engagement in the study. Post-intervention video was recorded approximately 1 month after the intervention ended.
All three participants’ functional performance of an activity of daily living task improved in accuracy and efficiency as cues from support workers were gradually faded. After the learning support ceased, technology continued to provide environmental support of participants’ ongoing independence and efficient performance of the activity.
Everyday technology applications and devices can be utilized together with a guided and structured client-centred approach and task-specific training with individuals with disability and learning difficulties.