ABSTRACT
Background: This meta-analysis focused on the teaching of skills to individuals with intellectual disability (ID) to maximise independence increase the likelihood of full participation in all aspects of life, economic self-sufficiency, and independent living. Visual activity schedules (VAS) is an intervention with a growing evidence base that focuses on developing independence.
Methods: We conducted a meta-analysis of VAS effects on independence skills of individuals with ID. Thirteen single-case design studies met the meta-analytic inclusion criteria, including evidence of a functional relationship via visual analysis. For each graph, three effect size metrics were calculated. The overall effect sizes were calculated with a random effect models and potential influence of moderators with meta-analytic regression models.
Results: Results suggest that VAS has a meaningful impact on increasing independent skills for individuals with ID with type of instruction the only moderator.
Conclusions: The results suggest all modes of VAS are likely to yield positive effects across age groups, settings, and skills.
Disclosure statement
No potential conflict of interest was reported by the authors.
ORCID
Wilhelmina van Dijk http://orcid.org/0000-0001-9195-8772