Abstract
We provide a systematic analysis of studies investigating the effectiveness of computer-based interventions (CBI) to promote
daily living skills (e.g., navigating public transit, shopping, and food preparation) in individuals with intellectual disability.
This review synthesizes intervention outcomes and describes software features and system requirements for each CBI. This review
has three aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using
CBI and, (c) to stimulate and guide future research aimed at promoting daily living skills in individuals with intellectual
disability. The majority of the participants in the reviewed studies were identified as having moderate intellectual disability.
The results of this review suggest that CBI is a promising approach for promoting daily living skills in individuals with
intellectual disability. Additional research is needed before CBI could be considered a well-established intervention.
daily living skills (e.g., navigating public transit, shopping, and food preparation) in individuals with intellectual disability.
This review synthesizes intervention outcomes and describes software features and system requirements for each CBI. This review
has three aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using
CBI and, (c) to stimulate and guide future research aimed at promoting daily living skills in individuals with intellectual
disability. The majority of the participants in the reviewed studies were identified as having moderate intellectual disability.
The results of this review suggest that CBI is a promising approach for promoting daily living skills in individuals with
intellectual disability. Additional research is needed before CBI could be considered a well-established intervention.
- Content Type Journal Article
- Category Review Article
- Pages 1-19
- DOI 10.1007/s10882-011-9259-8
- Authors
- Sathiyaprakash Ramdoss, Department of Special Education, The Meadows Center for the Prevention of Educational Risk, The University of Texas at Austin, 1 University Station D5300, Austin, TX 78712, USA
- Russell Lang, Clinic for Autism Research, Evaluation, and Support, Texas State University-San Marcos, San Marcos, TX, USA
- Christina Fragale, Department of Special Education, The Meadows Center for the Prevention of Educational Risk, The University of Texas at Austin, 1 University Station D5300, Austin, TX 78712, USA
- Courtney Britt, Clinic for Autism Research, Evaluation, and Support, Texas State University-San Marcos, San Marcos, TX, USA
- Mark O’Reilly, Department of Special Education, The Meadows Center for the Prevention of Educational Risk, The University of Texas at Austin, 1 University Station D5300, Austin, TX 78712, USA
- Jeff Sigafoos, Victoria University of Wellington, Wellington, New Zealand
- Robert Didden, Radboud University Nijmegen, Nijmegen, The Netherlands
- Annemiek Palmen, Radboud University Nijmegen, Nijmegen, The Netherlands
- Giulio E. Lancioni, University of Bari, Bari, Italy
- Journal Journal of Developmental and Physical Disabilities
- Online ISSN 1573-3580
- Print ISSN 1056-263X