Technology Mediated Self-Prompting of Daily Living Skills for Adolescents and Adults with Disabilities: A Review of the Literature

Attaining proficiency with daily living skills is necessary for increasing the independent functioning of adolescents and adults with disabilities. Research demonstrates the positive effects of teaching individuals with disabilities to use various technologies to independently self-prompt their dail...

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Bibliographic Details
Published in:Education and training in autism and developmental disabilities 2015-03, Vol.50 (1), p.43-55
Main Authors: Cullen, Jennifer M., Alber-Morgan, Sheila R.
Format: Article
Language:English
Subjects:
Accuracy
Activities of daily living
Adolescents
Adults
Assistive Technology
Autistic disorder
Clearinghouses
Community Based Instruction (Disabilities)
Daily Living Skills
Developmental disabilities
Disabilities
Household management
Intellectual Disability
Intervention
Literature Reviews
People with disabilities
Program Effectiveness
Prompting
Self Management
Skills
Smartphones
Special education
Students
Students with Disabilities
Technology
Technology Uses in Education
Teenagers
Training
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Summary:Attaining proficiency with daily living skills is necessary for increasing the independent functioning of adolescents and adults with disabilities. Research demonstrates the positive effects of teaching individuals with disabilities to use various technologies to independently self-prompt their daily living tasks. A literature search of technology mediated self-prompting interventions identified 36 experimental research studies. All 36 studies utilized single-subject research designs. Using the What Works Clearinghouse (WWC) criteria for identifying evidence-based practices within a body of single subject research, the authors discuss the extent to which technology mediated self-prompting has been demonstrated to be an evidence-based practice. Technology mediated self-prompting interventions have been found to be effective for improving proficiency with various daily living skills across a range of diverse participants, settings, and technologies. Overall, this body of self-prompting research meets WWC standards to be determined an evidence-based practice. However, several domains of daily living skills were underrepresented in the literature. This review provides an analysis and synthesis of the findings, and a discussion of the limitations, directions for future research, and implications for practice.
ISSN:2154-1647