Cooking Skills Instruction with Severely Multiply Handicapped Adolescents

Horsfall, Debbie; Maggs, Alex

doi:10.3109/13668258609084081

Cited by 8 publications

(12 citation statements)

References 3 publications

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“…Cooking tasks have been identified among ADLs as essential skills for living independently (Graves et al, 2005;Horsfall and Maggs, 1986;Mechling, 2008 independently completing certain IADL, such as meal preparation, due to problems with attention, cognition, memory and executive functions . They also report a number of kitchen activities, ranging from following recipes to appropriately turning appliances off, as a source of stress .…”

Section: Wounded Warrior/traumatic Brain Injurymentioning

confidence: 99%

Translating Smart Kitchen technologies from the lab to the home

Hefley¹,

Rosenbaum²,

Kiniry³

et al. 2016

Academic Entrepreneurship

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Section: Wounded Warrior/traumatic Brain Injurymentioning

confidence: 99%

Translating Smart Kitchen technologies from the lab to the home

Hefley¹,

Rosenbaum²,

Kiniry³

et al. 2016

Academic Entrepreneurship

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“…Seven studies reported the use of systematic prompting strategies (Schleien et al . 1981; Horsfall & Maggs 1986; Schuster et al . 1988; Wolery et al .…”

Section: Research Studiesmentioning

confidence: 99%

“…Two studies (Schleien et al . 1981; Horsfall & Maggs 1986) used forms of prompted practice for incorrect task steps. The other five studies used time delay procedures.…”

Section: Research Studiesmentioning

confidence: 99%

“…In particular, the paper surveys the studies relying on the use of pictorial instructions (presented on cards or through computer systems) or on systematic prompting strategies, namely, time delay or prompted practice of incorrect task steps (cf. Martin et al 1982a,b;Horsfall & Maggs 1986;Wolery et al 1991). The few studies that combined time delay and cards with pictorial cues (Schuster & Griffen 1991Griffen et al 1992) are also reviewed.…”

Section: Introductionmentioning

confidence: 99%

“…A second reason for considering food preparation skills a very useful objective is the view that such skills can serve multiple purposes such as leisure engagement and domestic, occupational or work involvement (Schleien et al 1981;Horsfall & Maggs 1986;Taylor 1987;Likins et al 1989;Agran et al 1992;Lancioni et al 1995Lancioni et al , 1998. Within this context, the teaching emphasis is not specifically on the people's independent living, but rather on their ability to contribute to their own constructive, pleasant or even remunerative daily activity (Singh et al 1995;Melton 1998;Lancioni et al 1999a,b).…”

Section: Introductionmentioning

confidence: 99%

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Teaching Food Preparation Skills to People with Intellectual Disabilities: a Literature Overview

Lancioni

O’Reilly

2002

Research Intellect Disabil

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Background Food preparation skills are considered very relevant for people with intellectual disabilities. This paper reviewed research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies. Methods Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards. Results The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.

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