Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review

Kagohara, Debora M.; Meer, Larah van der; Ramdoss, Sathiyaprakash; O’Reilly, Mark F.; Lancioni, Giulio E.; Davis, Tonya N.; Rispoli, Mandy; Lang, Russell; Marschik, Peter B.; Sutherland, Dean; Green, Vanessa A.; Sigafoos, Jeff

doi:10.1016/j.ridd.2012.07.027

Cited by 472 publications

(315 citation statements)

References 22 publications

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“…engaging with the interface) visual acuity (e.g. colour blindness) and hearing, from inhibiting children with ID from engaging in early interventions (Kagohara et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk

Gray

Riby

et al. 2015

Research in Developmental Disabilities

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NOTICE: this is the author's version of a work that was accepted for publication in Research in Developmental Disabilities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Research in Developmental Disabilities, 38, March 2015, 10.1016/j.ridd.2014 Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioural stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design.We discuss the steps needed to address these limitations and to facilitate the advancement of nonpharmaceutical interventions for children with intellectual disabilities.

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“…engaging with the interface) visual acuity (e.g. colour blindness) and hearing, from inhibiting children with ID from engaging in early interventions (Kagohara et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk

Gray

Riby

et al. 2015

Research in Developmental Disabilities

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“…For instance, Freier and Kahn's (2009) collection of papers addressed how technological environments can be designed to foster rather than harm children's development. More recently, writers have shown that children can maintain relationships with friends and family members located in different cities or overseas (Longhurst 2013;Sime and Fox 2014), explore virtual landscapes with children from different backgrounds around the world (Ash and Gallacher 2011;Dezuanni, O'Mara, and Beavis 2015;Marsh 2010), or positively change learning and communication experiences for children with disabilities or absent and present caregivers (Ganong et al 2012;Holloway and Valentine 2003;Kagohara et al 2013). Freeman and colleagues in their paper (this collection) draw on notions of digital literacy to gain insights into children's use of nature in their neighbourhood via a child-operated Geographical Information System (GIS).…”

Section: Making Sense Of Children's Digital Worldsmentioning

confidence: 99%

Digital methodologies and practices in children's geographies

Ergler

Kearns

Witten

et al. 2016

Children's Geographies

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“…Most educational interventions using computer technology have been designed for the more able. A recent systematic review [6] on the use of iPods, iPod Touch and iPads in teaching programs for people with developmental disabilities noted an absence of studies on individuals with profound and multiple disabilities. They concluded that this group presents unique challenges with respect to the design of technology-based interventions, a major one being their lack of sufficient motor control to activate the device and software.…”

Section: Introductionmentioning

confidence: 99%

Engaging Students with Profound and Multiple Disabilities Using Humanoid Robots

Standen

Brown

Roscoe

et al. 2014

Lecture Notes in Computer Science

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Abstract. Engagement is the single best predictor of successful learning for children with intellectual disabilities yet achieving engagement with pupils who have profound or multiple disabilities (PMD) presents a challenge to educators. Robots have been used to engage children with autism but are they effective with pupils whose disabilities limit their ability to control other technology? Learning objectives were identified for eleven pupils with PMD and a humanoid robot was programmed to enable teachers to use it to help pupils achieve these objectives. These changes were evaluated with a series of eleven case studies where teacherpupil dyads were observed during four planned video recorded sessions. Engagement was rated in a classroom setting and during the last session with the robot. Video recordings were analysed for duration of engagement and teacher assistance and number of goals achieved. Rated engagement was significantly higher with the robot than in the classroom. Observations of engagement, assistance and goal achievement remained at the same level throughout the sessions suggesting no reduction in the novelty factor.

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Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review

Cited by 472 publications

References 22 publications

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Digital methodologies and practices in children's geographies

Engaging Students with Profound and Multiple Disabilities Using Humanoid Robots

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