People with Profound and Multiple Intellectual Disabilities Using Symbols to Control a Computer: Exploration of User Engagement and Supporter Facilitation

Bunning, Karen; Kwiatkowska, Gosia; Weldin, Nick

doi:10.1080/10400435.2012.659832

Cited by 14 publications

(7 citation statements)

References 20 publications

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“…The findings of the current study support the idea that computer-aided instruction can increase motivation, attention, and time on task, 34 by presenting instruction in an interactive medium with features such as sound, animation, and video recordings. Similarly, Bunning et al 33 found that basic engagement and attention levels appeared to increase over the course of their study of computer-based activities with individuals having IDs. In another project, it was suggested that students with mild IDs could successfully acquire problem-solving skills with computer-assisted technology.…”

Section: Discussionmentioning

confidence: 83%

“…This very high adherence rate is consistent with findings of studies, which demonstrate that individuals with ID/DD will use, when encouraged or assisted to do so, computer programs that are “not childish,”, not too difficult, and help users grow in some manner. 10,33 Through keen observations, student volunteers were able to make subtle adaptations and utilize a very gentle and supportive approach that proved successful in engaging the participants. These adherence results are doubly impressive with consideration of the fact that these computer-based training activities proved safe for individuals with ID and DD.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Computer-Based Cognitive Training for Individuals With Intellectual and Developmental Disabilities

Siberski

Shatil²,

Siberski³

et al. 2014

Am J Alzheimers Dis Other Demen

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(1) Very high adherence rates (94%) of the sample and 100% of the cognitive training group indicate that when given adequate individual support, adults with ID/DD can successfully use a cognitive stimulation program. (2) No significant between- or within-group effects were observed for cognitive training when a stringent α, corrected for multiple comparisons, was used. (3) Trends of improvement in cognitive function were observed for the cognitive training group.

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Section: Discussionmentioning

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Computer-Based Cognitive Training for Individuals With Intellectual and Developmental Disabilities

Siberski

Shatil²,

Siberski³

et al. 2014

Am J Alzheimers Dis Other Demen

View full text Add to dashboard Cite

show abstract

“…As hardly any research existed on the impact of educators' actions or environmental factors (i.e. the role of multiple technologies) on the process of the interaction between educators and children with ASD (Bunning et al, 2012;Jacklin & Farr, 2005;Tuononen, Kiiskinen, & Kärnä, 2014), it was significant to approach this scarcely investigated phenomenon from an exploratory perspective. By applying an exploratory design, the study provides novel insight into triadic interaction between educators, children, and technology.…”

Section: Methodsmentioning

confidence: 99%

Educators’ engagement with children with autism spectrum disorder in a learning environment with multiple technologies in Finland and China

Kärnä

Dindar

2018

Interactive Learning Environments

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“…They only acquire basic cognitive skills and lack symbolic or reasoning skills. Most research focusing on AT use in persons with PID consists of case studies, demonstrating that persons with PID are able to use technological devices, when these are adapted to their behavioural repertoire and when they have the opportunity to learn to use these devices [e.g.1, [9][10][11][12][13][14][15][16][17]. These studies have shown that AT enables persons with PID to make requests for objects or activities, to recruit attention, and/or to initiate social interactions [e.g.…”

Section: Introductionmentioning

confidence: 99%

Assistive technology for persons with profound intellectual disability: a european survey on attitudes and beliefs

Nijs

Maes

2019

Disability and Rehabilitation: Assistive Technology

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Background: Persons with profound intellectual disability (PID) are mostly not able to use assistive technology (AT) independently. Caregivers play an important mediating role in implementing AT in the daily life of persons with PID. Both first-order barriers, extrinsic to caregivers, and second-order barriers, intrinsic to caregivers, influence the attitudes and behaviours of caregivers with regard to AT-use. It could be asked if increased knowledge on and experience with AT may impact the effect of first-and second-order barriers. This study investigated how knowledge and experience influence the professional caregivers' beliefs about which factors may impact the AT use in persons with PID and their intentions to use AT for persons with PID. Methods: A questionnaire on the experienced limitations and successes in using AT was developed. The questionnaire was send to professionals working with or responsible for persons with PID in various countries in Europe. In total the answers of 195 respondents were included in this study. Results and conclusions: This study's results demonstrate that AT is used for various reasons in persons with PID, mostly to support communication and interaction or for fun or relaxation. Based on the answers of the respondents can be concluded that both experience and knowledge of caregivers seem to influence first-and second-order barriers. Besides, a possibility to overcome the second-order barriers is to provide professionals with possibilities to increase their knowledge and experience. Implications for rehabilitation • AT for persons with PID is mostly used for communication and interaction or for fun and relaxation. • Professional caregivers belief that AT-use may positively influence various aspects in the life of persons with PID, especially communication and interaction, active engagement and participation in activities, and self-esteem of the person. • Caregivers need to have sufficient experience in order to rate the barriers of AT-use as less limited in the group of persons with PID.

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People with Profound and Multiple Intellectual Disabilities Using Symbols to Control a Computer: Exploration of User Engagement and Supporter Facilitation

Cited by 14 publications

References 20 publications

Computer-Based Cognitive Training for Individuals With Intellectual and Developmental Disabilities

Computer-Based Cognitive Training for Individuals With Intellectual and Developmental Disabilities

Educators’ engagement with children with autism spectrum disorder in a learning environment with multiple technologies in Finland and China

Assistive technology for persons with profound intellectual disability: a european survey on attitudes and beliefs

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