Let's Go Shopping: Virtual Reality as a Tier-3 Intervention for Students with Intellectual and Developmental Disabilities

Autor/inn/en	Simoni, Marisa; Talaptatra, Devadrita; Roberts, Garret; Abdollahi, Hojjat
Titel	Let's Go Shopping: Virtual Reality as a Tier-3 Intervention for Students with Intellectual and Developmental Disabilities
Quelle	In: Psychology in the Schools, 60 (2023) 11, S.4372-4393 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simoni, Marisa) ORCID (Talaptatra, Devadrita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23021
Schlagwörter	Computer Simulation; Students with Disabilities; Mild Intellectual Disability; Moderate Intellectual Disability; Educational Technology; Developmental Disabilities; Skill Development; Transitional Programs; Evidence Based Practice; High School Students; Special Schools + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Entwicklungsstörung; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Oberschule; Special school; Sonderschule
Abstract	Best practices for technology use in academic settings, specifically those preparing students for postsecondary transition (ages 18-21) are not well documented and research studies commenting on the use of technology for acquisition of social and adaptive skills is limited. Literature indicates that students with mild-moderate intellectual and developmental disabilities (IDD) benefit from adaptive-skills programs and curricula. School psychologists, special educators, and school-based interventionists are in a unique position to provide adaptive skill services and tier-3 interventions that are evidence-based, innovative, and serve the most vulnerable students. This manuscript utilizes a sign-case design to test the use of virtual reality (VR) as an individualized intervention and teaching modality to a student in a center-based high school program with IDD. Results yield promising findings, indicating those with IDD may master VR as a tool, learn new skills with VR programming, and generalize those skills to real-world settings. Further, VR offers unique benefits that can shape the way school interventionists view technology and how innovative practices can be used for students with IDD. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01