Interactive video as an Instructional Technology for Handicapped Learners: A Development and Research Program

Browning, Philip; Nave, Gary; White, William A.; Barkin, Patti Zembrosky

doi:10.3109/13668258508998630

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…Because the lengths of the sessions and the duration of the interventions varied from study to study, we did not have enough data to draw a conclusion in this regard. Two studies described positive outcomes in the social and behavioral domains after a short intervention of 2 weeks (34,86). These studies did not include a follow-up assessment and there was not sufficient data to evaluate long-term effectiveness.…”

Section: Summary Of Main Findingsmentioning

confidence: 99%

“…Recently, the number of studies describing and evaluating skills training programs (31)(32)(33) has been on the rise, coinciding with the exponential development of information and communication technologies (ICT). Browing et al (34) were pioneers in using computers to assess the effectiveness of community skills training in children with ID. Digital technologies have easy, clear objectives and instructions, and their virtual environment, striking colors, and entertaining music and sounds can make them attractive and useful tools for interventions with subjects with ID.…”

Section: Introductionmentioning

confidence: 99%

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Behavioral and Cognitive Interventions With Digital Devices in Subjects With Intellectual Disability: A Systematic Review

Moreno¹,

Canals

Fosch

2021

Front. Psychiatry

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In recent years, digital devices have been progressively introduced in rehabilitation programs and have affected skills training methods used with children and adolescents with intellectual disabilities (ID). The objective of this review is to assess the effects of the use of digital devices on the cognitive functions and behavioral skills in this population, and to acknowledge their potential as a therapeutic tool. Electronic databases were analyzed until February 2020 using search formulas with free terms related to ID and the use of digital systems with children or adolescents. The risk of bias in randomized controlled trials was assessed by means of the modified Cochrane Collaboration tool and the quality level of the non-randomized studies was assessed using the Newcastle-Ottawa Scale. Forty-four studies were analyzed, most of which were categorized as low quality. Of the executive function studies analyzed, 60% reported significant improvements, most commonly related to working memory. Within the cognitive skills, 47% of the studies analyzed reported significant improvements, 30% of them in language. Significant improvements in the social (50%) and behavioral domains (30%) were also reported. These results suggest that digital interventions are effective in improving working memory and academic skills, and positively affect both the social and behavioral domains. Little information has been published regarding the duration of the effects, which could be limited in time. Further research is necessary to assess long-term effectiveness, the influence of comorbidities, and the effects on subjects with severe ID. The inclusion of smartphones and special education centers is also necessary.

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Section: Summary Of Main Findingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Behavioral and Cognitive Interventions With Digital Devices in Subjects With Intellectual Disability: A Systematic Review

Moreno¹,

Canals

Fosch

2021

Front. Psychiatry

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“…Different outcomes of social inclusion will thus be evaluated as outlined in figure 2 and further discussed in the methodology section. The aim is to explore how the new way of conceptualising social inclusion proposed by Simplican et al 33 can be used to capture a more holistic understanding of social inclusion outcomes beyond the more-often reported socioeconomic outcomes such as integration, education 38 and access to services. 24 The ecological model was deemed relevant because it shifts conceptualisation of social inclusion beyond acceptance and performance of dominant societal values.…”

Section: Introductionmentioning

confidence: 99%

Does assistive technology contribute to social inclusion for people with intellectual disability? A systematic review protocol

et al. 2018

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IntroductionThe aim of this review is to answer the following question: Does assistive technology contribute to social inclusion for people with intellectual disability? Previous research on assistive technology has focused on socioeconomic impacts such as education, employment and access to healthcare by people with intellectual disability. There is a need to consolidate evidence on the interaction between intellectual disability, assistive technology, community living and social inclusion.Methods and analysisThe review will consider studies from all settings: geographical, socioeconomic and care (institutional and community care), published in English. Studies reported in other languages with abstracts in English will be included if they can be translated using Google Translate, otherwise such studies will be included in the appendix. The review will include both qualitative and quantitative studies. The intervention in this review refers to the use of assistive technology to promote community participation or interpersonal relationships (social inclusion) for people with intellectual disability. The outcomes will be behavioural and social benefits of using assistive technology by people with intellectual disability. Enhanced interpersonal relationships and community participation by people with intellectual disability. Data analysis will be in two phases. The first phase will involve analysis of individual study designs separately. The second phase will be narrative/thematic synthesis of all study groups.EthicsThe review will not create any ethical or safety concerns.DisseminationAt least one peer-reviewed article in a leading journal such as the BMJ is planned. The findings will also be disseminated through a seminar session involving internal audience at Trinity College Dublin and within the Assistive Technologies for people with Intellectual Disability and Autism research programme.PROSPERO registration numberCRD42017065447; Pre-results.

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A Case for Computer Applications in Social Work

Parker¹,

Chynoweth²,

Blankinship³

et al. 1987

Journal of Social Work Education

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Interactive video as an Instructional Technology for Handicapped Learners: A Development and Research Program

Cited by 5 publications

References 4 publications

Behavioral and Cognitive Interventions With Digital Devices in Subjects With Intellectual Disability: A Systematic Review

Behavioral and Cognitive Interventions With Digital Devices in Subjects With Intellectual Disability: A Systematic Review

Does assistive technology contribute to social inclusion for people with intellectual disability? A systematic review protocol

A Case for Computer Applications in Social Work

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