From solitude to solicitation: How people with intellectual disability or autism spectrum disorder use the internet

Sallafranque-St-Louis, François; Normand, Claude

doi:10.5817/cp2017-1-7

Cited by 54 publications

(56 citation statements)

References 53 publications

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“…This result can be an indication of adolescents with intellectual disabilities digitally participating in the same internet activities as adolescents in the general population and that the digital environment in this specific area were designed with both technical support and solutions for cognitive limitations in place, for a majority of participants. Internet activities for entertainment have been highlighted as one of the main activities on the internet for persons with intellectual disabilities (Ramsten et al, 2018;Sallafranque-St-Louis and Normand, 2017). These internet activities are picture-and audio-based rather than text-based, which is less cognitively demanding for people with intellectual disabilities (Alfredsson Ågren et al, 2018).…”

mentioning

confidence: 99%

Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study

Ågren¹,

Kjellberg

Hemmingsson

2019

New Media & Society

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Internet use is an integrated part of everyday life, especially among young people. However, knowledge of this for young people with disabilities is scarce. This study investigates digital participation of adolescents with intellectual disabilities by comparing aspects of Internet use among adolescents with and without intellectual disabilities. Cross-sectional comparative design was used and a national survey from the Swedish Media Council was cognitively adapted for adolescents with intellectual disabilities aged 13–20 years. The results reveal that a significantly lower proportion of the 114 participating adolescents with intellectual disabilities had access to Internet-enabled devices and performed Internet activities, except for playing games, than the reference group ( n = 1161). The greatest difference was found in searching for information. Analyses indicate that adolescents with intellectual disabilities are following a similar pattern of Internet use as the reference group, but a digital lag is prevalent, and a more cognitively accessible web could be beneficial.

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mentioning

confidence: 99%

Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study

Ågren¹,

Kjellberg

Hemmingsson

2019

New Media & Society

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“…Buijs et al (2017) described three composite case vignettes, based on actual clinical cases of adolescents and adults with 22q11 deletion syndrome highlighting incidents of severe sexual and financial online victimisation. Sallafranque-St-Louis and Normand (2017) interviewed eight people, five with ID and two who were autistic. Seven reported distressing online experiences, including being insulted, having false rumours spread and being targets of sexual solicitation.…”

Section: Experiences and Awareness Of Riskmentioning

confidence: 99%

Online risk for people with intellectual disabilities

Chadwick

2019

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Purpose: This review summarises the current state of empirical knowledge pertaining to online risk and cybercrime relating to people with intellectual disabilities (ID). Approach: This narrative review summarises, synthesises and critically evaluates the current literature and state of knowledge and offers suggestions for extending current knowledge and practice. Findings: Evidence regarding risk for people with ID is limited but growing. Existing findings highlight that: (i) risk may increase contingent upon higher levels of sociability, loneliness, anxiety and depression, poorer insight, judgement, discrimination and ability to detect deception online and reduced experience and life opportunities; (ii) people without ID perceive high online risk for people with ID which may lead to gatekeeping restrictions and controlling digital access; (iii) restriction may potentially impede online self-determination, participation and development by people with ID; (iv) experience of risk may enhance awareness, independence and resilience in managing future online risk amongst people with ID. Further research work is needed in this area to enhance understanding of risk experience and effective support strategies. Originality/value: This review of current knowledge has highlighted the necessity for more research to better understand the propensity for engagement in different risky online behaviours and to better inform support practices to help people with ID to manage risk whilst maintaining digital inclusion.

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“…Research using a deductive quantitative approach is the basis of most studies on problematic Internet behavior of adolescents in general (e.g., Kerstens, 2015;Livingstone, Görzig, & Ó lafsson, 2011). As mentioned, it was also applied in research involving people with IDs by Didden et al (2009) andSalafranque-St-Louis andNormand (2017). A logical first step, therefore, was to explore whether survey research is feasible and valuable to study online behavior of adolescents with MID/BIF.…”

Section: Pilot Study 1: Online Questionnairesmentioning

confidence: 99%

Studying Problematic Online Behavior of Adolescents With Mild Intellectual Disabilities and Borderline Intellectual Functioning: Methodological and Ethical Considerations for Data Collection

Groot

Kaal

Stol

2019

International Journal of Qualitative Methods

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The aim of this study is to find a research method that results in capturing lived experiences of problematic online behavior of adolescents with mild intellectual disabilities and borderline intellectual functioning within four risk domains: commercial interests, aggression, sexuality, and values/ideology. Three research methods were examined and field-tested in small sample pilot studies: an online questionnaire (N ¼ 16), two focus group interviews (N ¼ 6 and N ¼ 14), and a combination of participatory observations and visual elicitation (N ¼ 2). Both the questionnaire and the focus group studies were not able to generate sufficient knowledge to capture lived experiences. Key issues that arose were the respondents' comprehension of the research questions, their tendency to give socially desirable answers, the influence of group dynamics, and a lack of rapport between researcher and respondent. Results generated from the third pilot study were more promising. Participatory observations in the form of deep hanging out combined with conversational interviewing and elements of visual elicitation mended these issues and helped to create an authentic research environment, build real relationships, and level the playing field between researcher and respondents. Additionally, it invited the respondents to voice their opinions and feelings about their online experiences. Finally, the study inspires to use different communicational means with the adolescents to increase the understanding of their virtual world. Some important ethical and methodological limitations to these findings are discussed.

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From solitude to solicitation: How people with intellectual disability or autism spectrum disorder use the internet

Abstract: Very little is known about how people with intellectual disability (ID) or autism spectrum disorder (ASD) use the

Cited by 54 publications

References 53 publications

Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study

Digital participation? Internet use among adolescents with and without intellectual disabilities: A comparative study

Online risk for people with intellectual disabilities

Studying Problematic Online Behavior of Adolescents With Mild Intellectual Disabilities and Borderline Intellectual Functioning: Methodological and Ethical Considerations for Data Collection

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