College Students with Intellectual and Developmental Disabilities Use Assistive Technology in Living, Learning, and Working Tasks: A 20-Year Systematic Review and Meta-Analysis

Autor/inn/en	Woods-Groves, Suzanne; Balint-Langel, Kinga; Rodgers, Derek B.; Song, Haidi; Hendrickson, Jo M.
Titel	College Students with Intellectual and Developmental Disabilities Use Assistive Technology in Living, Learning, and Working Tasks: A 20-Year Systematic Review and Meta-Analysis
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 4, S.375-395 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	College Students; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Assistive Technology; Daily Living Skills; Technology Uses in Education; Employment; Intervention; Program Effectiveness + Suchen Sie Ihr Suchwort? Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Alltagsfertigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Dienstverhältnis
Abstract	Within the US there are over 300 postsecondary education (PSE) programs for students with intellectual and developmental disabilities (IDD). College students enrolled in PSE programs for students with IDD often require support in using assistive technology (AT) to complete living, learning, and working tasks. To date, there is no systematic review or meta-analysis that examines interventions within these programs that integrate AT to teach these skills. We systematically reviewed 43 intervention studies that targeted 235 students' use of AT to complete living, learning, and working tasks. The average age of students was 21.5 yrs (R = 18.7 to 27.5). Most studies used mobile devices and applications to target living (44.2%), learning (37.2%), and working (18.6%) skills. Forty-two of 43 studies used visual cues and systematic prompting and/or systematic instruction. On average, interventions were 10 sessions. Eighty-seven percent of studies reported treatment fidelity, 94% reported interobserver agreement, and 67% reported social validity. Most studies used correct number of responses or task analysis steps completed as the dependent variable. The meta-analytic results indicated interventions were overall effective at improving student outcomes. An analysis of moderators revealed a significant difference for study quality but no significant difference for disability type, study duration, and area targeted. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01