Asset Details
Do you wish to reserve the book?
College Students with Intellectual and Developmental Disabilities Use Assistive Technology in Living, Learning, and Working Tasks: A 20-Year Systematic Review and Meta-Analysis
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
College Students with Intellectual and Developmental Disabilities Use Assistive Technology in Living, Learning, and Working Tasks: A 20-Year Systematic Review and Meta-Analysis
Do you wish to request the book?
College Students with Intellectual and Developmental Disabilities Use Assistive Technology in Living, Learning, and Working Tasks: A 20-Year Systematic Review and Meta-Analysis
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
College Students with Intellectual and Developmental Disabilities Use Assistive Technology in Living, Learning, and Working Tasks: A 20-Year Systematic Review and Meta-Analysis
2023
Overview
Within the US there are over 300 postsecondary education (PSE) programs for students with intellectual and developmental disabilities (IDD). College students enrolled in PSE programs for students with IDD often require support in using assistive technology (AT) to complete living, learning, and working tasks. To date, there is no systematic review or meta-analysis that examines interventions within these programs that integrate AT to teach these skills. We systematically reviewed 43 intervention studies that targeted 235 students’ use of AT to complete living, learning, and working tasks. The average age of students was 21.5 yrs (R = 18.7 to 27.5). Most studies used mobile devices and applications to target living (44.2%), learning (37.2%), and working (18.6%) skills. Forty-two of 43 studies used visual cues and systematic prompting and/or systematic instruction. On average, interventions were 10 sessions. Eighty-seven percent of studies reported treatment fidelity, 94% reported interobserver agreement, and 67% reported social validity. Most studies used correct number of responses or task analysis steps completed as the dependent variable. The metaanalytic results indicated interventions were overall effective at improving student outcomes. An analysis of moderators revealed a significant difference for study quality but no significant difference for disability type, study duration, and area targeted.
