RESUMO
We conducted a systematic review of studies that involved iPods(®), iPads(®), and related devices (e.g., iPhones(®)) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods(®) or iPads(®) and aimed to either (a) deliver instructional prompts via the iPod Touch(®) or iPad(®), or (b) teach the person to operate an iPod Touch(®) or iPad(®) to access preferred stimuli. The latter also included operating an iPod Touch(®) or an iPad(®) as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods(®), iPod Touch(®), iPads(®), and related devices are viable technological aids for individuals with developmental disabilities.
Assuntos
Auxiliares de Comunicação para Pessoas com Deficiência , Computadores de Mão , Deficiências do Desenvolvimento/reabilitação , Educação de Pessoa com Deficiência Intelectual/métodos , MP3-Player , Instrução por Computador/métodos , Humanos , Interface Usuário-ComputadorRESUMO
We evaluated an intervention procedure for teaching three students with developmental disabilities to independently operate a portable multimedia device (i.e., an iPod Touch(®)) to listen to music. The intervention procedure included the use of video modeling, which was presented on the same iPod Touch(®) that the students were taught to operate to listen to music. Four phases (i.e., baseline, intervention, fading, and follow-up) were arranged in accordance with a delayed multiple-probe across participants design. During baseline, the students performed from 25 to 62.5% of the task analyzed steps correctly. With intervention, all three students correctly performed 80-100% of the steps and maintained this level of performance when video modeling was removed and during follow-up. The findings suggest that the video modeling procedure was effective for teaching the students to independently operate a portable multimedia device to access age-appropriate leisure content.
Assuntos
Instrução por Computador/métodos , Deficiências do Desenvolvimento/reabilitação , Atividades de Lazer , MP3-Player , Música , Adolescente , Feminino , Seguimentos , Humanos , Masculino , Inquéritos e Questionários , Análise e Desempenho de Tarefas , Interface Usuário-Computador , Adulto JovemRESUMO
OBJECTIVE: To review intervention studies on the use of video-based instruction for teaching adaptive behaviours to children with autism spectrum disorders (ASD). REVIEW PROCESS: Electronic and hand searches were conducted to identify intervention studies that focus on using video-based instruction to teach adaptive behaviours to children with ASD. Studies that met the inclusion criteria were summarized in terms of: (a) participants, (b) setting, (c) model type, (d) target skills, (e) intervention type, (f) design and (g) outcomes. OUTCOMES: Forty-four studies encompassing 49 experiments met the inclusion criteria. The studies targeted a range of adaptive behaviours and academic skills. Most studies reported positive results, but the certainty of evidence was not strong for all of the studies due to reliance on pre-experimental designs. CONCLUSION: The results from this review support the use of video-based instruction in the rehabilitation of children with ASD.
