Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability

Spriggs, Amy D.; Mims, Pamela J.; Dijk, Wilhelmina van; Knight, Victoria

doi:10.1177/0022466916658483

Cited by 50 publications

(35 citation statements)

References 26 publications

(148 reference statements)

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“…If the issue with developing sexual knowledge lies in the educational delivery methods, facilitators can reasonably draw from the greater body of knowledge on special needs education techniques. In support of visual materials, a recent systematic review on visual activity schedules has confirmed their efficacy as evidence-based practice in teaching people with ID over the age of 11 (Spriggs, Mims, van Dijk, & Knight, 2017). Moreover, visual teaching aids can help educators determine whether students with ID have understood the sexuality education delivered.…”

Section: The Delivery Style Of Sexuality Education Is Crucial For Commentioning

confidence: 99%

Sexual knowledge in adolescents with intellectual disabilities: A timely reflection

Rowe

Wright

2017

Journal of Social Inclusion

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Sexuality is a fundamental part of being human. Adolescents with intellectual disabilities (ID) 1 have the same sexual desires and needs as everyone else, yet their sexuality is generally portrayed as problematic (Plaks et al., 2010). Despite an ideological shift towards normalisation and inclusion of people with disabilities (Evans, McGuire, Healy, & Carley, 2009), sexuality education for adolescents with ID remains an under-explored field. At its core, sexuality education for adolescents with ID is an international human rights issue. Sexuality education is essential to meet all adolescents' right to access adequate information to protect their health, development, and participation in societyincluding sexual and reproductive informationas per the United Nations (UN) Convention on the Rights of the Child (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2009). Moreover, the UN Convention on the Rights of Persons with Disabilities (UNCRPD) stipulates the rights of people with disabilities to receive accessible sexual and reproductive education, without discrimination (UN, 2008). Although great strides have been made since 1 ID is defined by the American Association on Intellectual and Developmental Disabilities as being characterised by "significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18" (Schalock et al., 2010).

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Section: The Delivery Style Of Sexuality Education Is Crucial For Commentioning

confidence: 99%

Sexual knowledge in adolescents with intellectual disabilities: A timely reflection

Rowe

Wright

2017

Journal of Social Inclusion

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“…Given the wide use of activity schedules in behavioral interventions for children with ASD (Sevin et al, 2015; Spriggs et al, 2017), the utility of a wearable activity schedule with this population is also worthy of exploration. If the visual prompts provided by wearable devices support the completion of complex behavior chains and maintain on‐task behavior with minimal problem behavior, these devices could have great potential in aiding the transition of children with ASD from a clinic setting into less restrictive environments (e.g., school).…”

Section: Resultsmentioning

confidence: 99%

“…Children with ASD often rely heavily on prompts delivered by caregivers to complete tasks (Spriggs et al, 2017). Such reliance on prompts can interfere with independent completion of tasks and inclusion in activities.…”

Section: Methodsmentioning

confidence: 99%

Wearable activity schedules to promote independence in young children

Jimenez‐Gomez

Haggerty

Topçuoǧlu

2020

J of App Behav Analysis

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Activity schedules consist of a series of visual discriminative stimuli, arranged in booklets or binders, which function as prompts for appropriate behavior. Although activity schedules are useful, their typical presentation in binders can be cumbersome and stigmatizing, placing additional barriers for independence and inclusion. The purpose of the present studies was to evaluate the usefulness of a wearable activity schedule and determine whether prompts provided by it would be sufficient to support completion of a complex chain of behaviors by young children. In Experiment 1, the Octopus watch® provided prompts to children of typical development to complete a morning routine independently. In Experiment 2, the usefulness of the watch was evaluated in children with autism spectrum disorder engaged in play activities in a clinical setting. In both experiments, children reliably displayed a greater proportion of independent engagement in target behaviors when prompts were delivered by the watch compared to control conditions.

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“…Other low-tech strategies can also be implemented and should be considered for CLD students with moderate or severe ID. For example, visual supports such as visual activity schedules have been identified as an evidence-based practice for students with ID (Spriggs, Mims, van Dijk, & Knight, 2016). Similarly, graphic organizers have long been used as a strategy to promote understanding of concepts for students with a wide range of ability levels, including CLD students (Sandefur, Watson, & Johnston, 2007) and students with moderate or severe ID (Knight, Spooner, Browder, Smith, & Wood, 2013).…”

Section: Technologymentioning

confidence: 99%

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

Rivera

Jimenez

Baker

et al. 2016

PDERS

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Abstract:The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided.

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Examination of the Evidence Base for Using Visual Activity Schedules With Students With Intellectual Disability

Cited by 50 publications

References 26 publications

Sexual knowledge in adolescents with intellectual disabilities: A timely reflection

Sexual knowledge in adolescents with intellectual disabilities: A timely reflection

Wearable activity schedules to promote independence in young children

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

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