606
Views
5
CrossRef citations to date
0
Altmetric
Original Research

People with intellectual and visual disabilities access basic leisure and communication using a smartphone’s Google Assistant and voice recording devices

, , , , , & ORCID Icon show all
Pages 957-964 | Received 16 Sep 2020, Accepted 06 Oct 2020, Published online: 20 Oct 2020

References

  • Badia M, Orgaz MB, Verdugo MA, et al. Patterns and determinants of leisure participation of youth and adults with developmental disabilities. J Intellect Disabil Res. 2013;57(4):319–332.
  • Chan JM, Lambdin L, Van Laarhoven T, et al. Teaching leisure skills to an adult with developmental disabilities using a video prompting intervention package. Educ Train Autism Dev Disabil. 2013;48(3):412–420.
  • Kagohara DM, van der Meer L, Ramdoss S, et al. Using iPods(®) and iPads(®) in teaching programs for individuals with developmental disabilities: a systematic review. Res Dev Disabil. 2013;34(1):147–156.
  • Lancioni GE, Olivetti Belardinelli M, Singh NN, et al. Recent technology-aided programs to support adaptive responses, functional activities, and leisure and communication in people with significant disabilities. Front Neurol. 2019;10:643. DOI:10.3389/fneur.2019.00643
  • Buchholz M, Ferm U, Holmgren K. "That is how I speak nowadays" – experiences of remote communication among persons with communicative and cognitive disabilities. Disabil Rehabil. 2018;40(12):1468–1479.
  • Darcy S, Green J, Maxwell H. I've got a mobile phone too! Hard and soft assistive technology customization and supportive call centres for people with disability. Disabil Rehabil Assist Technol. 2017;12(4):341–351.
  • Lancioni GE, Singh NN, O'Reilly MF, et al. Case studies of technology for adults with multiple disabilities to make telephone calls independently. Percept Mot Skills. 2014;119(1):320–331.
  • Light J, McNaughton D, Caron J. New and emerging AAC technology supports for children with complex communication needs and their communication partners: state of the science and future research directions. Augment Altern Commun. 2019;35(1):26–41.
  • O'Neill SJ, Smyth S, Smeaton A, et al. Assistive technology: Understanding the needs and experiences of individuals with autism spectrum disorder and/or intellectual disability in Ireland and the UK. Assist Technol. 2020;32(5):251–259.
  • Ozkan SY, Oncul N, Kaya O. Effects of computer-based instruction on teaching emergency telephone numbers to students with intellectual disability. Educ Train Autism Dev Disabil. 2013;48(2):200–217.
  • Bouck E. A national snapshot of assistive technology for students with disabilities. J Spec Educ Technol. 2016;31(1):4–13.
  • Chan JM, Lambdin L, Graham K, et al. A picture-based activity schedule intervention to teach adults with mild intellectual disability to use an iPad during a leisure activity. J Behav Educ. 2014;23(2):247–257.
  • Dollar CA, Fredrick LD, Alberto PA, et al. Using simultaneous prompting to teach independent living and leisure skills to adults with severe intellectual disabilities. Res Dev Disabil. 2012;33(1):189–195.
  • Owuor J, Larkan F, Kayabu B, et al. Does assistive technology contribute to social inclusion for people with intellectual disability? A systematic review protocol. BMJ Open. 2018;8(2):e017533. DOI:10.1136/bmjopen-2017-017533
  • Lancioni GE, Singh NN, O'Reilly MF, et al. An upgraded smartphone-based program for leisure and communication of people with intellectual and other disabilities. Front Public Health. 2018;6:234. DOI:10.3389/fpubh.2018.00234
  • Lancioni GE, Singh NN, O'Reilly MF, et al. A program based on common technology to support communication exchanges and leisure in people with intellectual and other disabilities. Behav Modif. 2019;43(6):879–897.
  • Lancioni GE, Singh NN, O’Reilly MF, et al. Case series of technology-aided interventions to support leisure and communication in extensive disabilities. Int J Dev Disabil. 2020;66(3):180–189.
  • Lancioni GE, Singh NN, O'Reilly MF, et al. A tablet-based program to enable people with intellectual and other disabilities to access leisure activities and video calls. Disabil Rehabil Assist Technol. 2020;15(1):14–20.
  • Stasolla F, Caffó AO, Damiani R, et al. Assistive technology-based programs to promote communication and leisure activities by three children emerged from a minimal conscious state. Cogn Process. 2015;16(1):69–78.
  • Bray M, James S. An evaluation of a telephone assistive device (TAD) for people who stutter. Int J Speech-Lang Pathol. 2009;11(1):54–60.
  • Leichsenring F, Leweke F. Social anxiety disorder. N Engl J Med. 2017;376(23):2255–2264.
  • Irani Z, Gunasekaran A, Dwivedi YK. Radio frequency identification (RFID): research trends and framework. Int J Prod Res. 2010;48(9):2485–2511.
  • Balboni G, Belacchi C, Bonichini S, et al. Vineland Adaptive Behavior Scales Standardizzazione Italiana. 2nd ed. Firenze: OS; 2016.
  • Sparrow SS, Cicchetti DV, Balla DA. Vineland Adaptive Behavior Scales (Vineland II). 2nd ed. Minneapolis: Pearson; 2005.
  • Etikan I, Musa SA, Alkassim RS. Comparison of convenience sampling and purposive sampling. AJTAS. 2016;5(1):1–4.
  • Barlow DH, Nock M, Hersen M. Single-case experimental designs: strategies for studying behavior change. 3rd ed. New York: Allyn & Bacon; 2009.
  • Barnett D, Hawkins R, McCoy D, et al. Methods used to document procedural fidelity in school-based intervention research. J Behav Educ. 2014;23(1):89–107.
  • Scruggs TE, Mastropieri MA. PND at 25: Past, present, and future trends in summarizing single-subject research. Remedial Spec Educ. 2013;34(1):9–19.
  • Lancioni GE, O’Reilly MF, Sigafoos J, et al. A modified smartphone-based program to support leisure and communication activities in people with multiple disabilities. Adv Neurodev Disord. 2018;2(3):293–299.
  • Kazdin AE. Behavior modification in applied settings. 7th ed. New York: Waveland; 2012.
  • Nicolson A, Moir L, Millsteed J. Impact of assistive technology on family caregivers of children with physical disabilities: a systematic review. Disabil Rehabil Assist Technol. 2012;7(5):345–349.
  • Smith M, Manduchi B, Burke E, et al. Communication difficulties in adults with intellectual disability: Results from a national cross-sectional study. Res Dev Disabil. 2020;97:103557. DOI:10.1016/j.ridd.2019.103557
  • Mattison CA, Wilson MG, Wang RH, et al. Enhancing equitable access to assistive technologies in Canada: insights from citizens and stakeholders. Can J Aging. 2020;39(1):69–88.
  • Scherer MJ. Assistive technology selection to outcome assessment: the benefit of having a service delivery protocol. Disabil Rehabil Assist Technol. 2019;14(8):762–763.
  • Desmond D, Layton N, Bentley J, et al. Assistive technology and people: A position paper from the first global research, innovation and education on assistive technology (GREAT) summit. Disabil Rehabil Assist Technol. 2018;13(5):437–444.
  • Smith RO, Scherer MJ, Cooper R, et al. Assistive technology products: A position paper from the first global research, innovation, and education on assistive technology (GREAT) summit. Disabil Rehabil Assist Technol. 2018;13(5):473–485.
  • Boot FH, Owuor J, Dinsmore J, et al. Access to assistive technology for people with intellectual disabilities: a systematic review to identify barriers and facilitators. J Intellect Disabil Res. 2018;62(10):900–921.
  • De Witte L, Steel E, Gupta S, et al. Assistive technology provision: towards an international framework for assuring availability and accessibility of affordable high-quality assistive technology. Disabil Rehabil Assist Technol. 2018;13(5):467–472.
  • Callahan K, Hughes HL, Mehta S, et al. Social validity of evidence-based practices and emerging interventions in autism. Focus Autism Other Dev Disabl. 2017;32(3):188–197.
  • Chapman JE, McCart MR, Letourneau EJ, et al. Comparison of youth, caregiver, therapist, trained, and treatment expert raters of therapist adherence to a substance abuse treatment protocol. J Consult Clin Psychol. 2013;81(4):674–680.
  • Luiselli JK, Bass JD, Whitcomb SA. Teaching applied behavior analysis knowledge competencies to direct-care service providers: outcome assessment and social validation of a training program. Behav Modif. 2010;34(5):403–414.
  • Cook BG, Collins LW, Cook SC, et al. A replication by any other name: a systematic review of replicative intervention studies. Remedial Spec Educ. 2016;37(4):223–234.
  • Kazdin AE. Single-case research designs: methods for clinical and applied settings. 2nd ed. New York: Oxford University Press; 2011.
  • Buchholz M, Ferm U, Holmgren K. Support persons' views on remote communication and social media for people with communicative and cognitive disabilities. Disabil Rehabil. 2020;42(10):1439–1447.
  • Lenker JA, Harris F, Taugher M, et al. Consumer perspectives on assistive technology outcomes. Disabil Rehabil Assist Technol. 2013;8(5):373–380.
  • Kim J, Schilling ML, Kim M, et al. Contribution of leisure satisfaction, acceptance disability, and social relationship to life satisfaction among Korean individuals with intellectual disability. J Mental Health Res Intellect Disabil. 2016;9(3):157–170.
  • Martin JK, Martin LG, Stumbo NJ, et al. The impact of consumer involvement on satisfaction with and use of assistive technology. Disabil Rehabil Assist Technol. 2011;6(3):225–242.
  • Jenaro C, Flores N, Cruz M, et al. Internet and cell phone usage patterns among young adults with intellectual disabilities. J Appl Res Intellect Disabil. 2018;31(2):259–272.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.