Skip to main content
SpringerLink
Log in

People with Intellectual and Visual Disabilities Manage Functional Occupation via Basic Technology Providing Spatial Cues and Timely Repetition of Response-Related Instructions

  • ORIGINAL PAPER
  • Published:
Advances in Neurodevelopmental Disorders Aims and scope Submit manuscript

Abstract

Objectives

We compared two technology configurations (relying on a smartphone, indoor motion sensors, and mini speakers) for helping people with intellectual disability and visual impairments independently manage functional occupational engagement.

Methods

One of the configurations (a) provided a verbal instruction for each of the objects the participant was to collect within every session, (b) delivered auditory spatial cues to guide the participant to the area where the object could be found, and (c) repeated the instruction once the area was reached. The other configuration differed in that it did not involve any instruction repetition once the participant had reached the area with the object to collect. Six participants used both technology configurations with two or three pairs of activities. One activity of each pair was carried out using the configuration with instruction repetition while the other was carried out using the configuration without instruction repetition, according to an alternating treatments design with a crossover phase.

Results

The mean frequency of correct responses with the configuration involving instruction repetition (a) exceeded 17.6 (out of a maximum possible of 18) for all participants, and (b) was significantly higher than the mean frequency obtained with the configuration without instruction repetition.

Conclusions

The configuration with instruction repetition may be an effective tool for supporting functional occupation of people with intellectual disability and visual impairments.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Balboni, G., Belacchi, C., Bonichini, S., & Coscarelli, A. (2016). Vineland II. Vineland adaptive behavior scales (2nd ed.). Standardizzazione Italiana, OS.

    Google Scholar 

  • Barlow, D. H., Nock, M., & Hersen, M. (2009). Single-case experimental designs (3rd ed.). Allyn & Bacon.

    Google Scholar 

  • Boot, F. H., Owuor, J., Dinsmore, J., & MacLachlan, M. (2018). Access to assistive technology for people with intellectual disabilities: A systematic review to identify barriers and facilitators. Journal of Intellectual Disability Research, 62(10), 900–921.

    Article  Google Scholar 

  • Borg, J. (2019). Commentary on selection of assistive technology in a context with limited resources. Disability and Rehabilitation: Assistive Technology, 14(8), 753–754.

    PubMed  Google Scholar 

  • Cuturi, L. F., Aggius-Vella, E., Campus, C., Parmiggiani, A., & Gori, M. (2016). From science to technology: Orientation and mobility in blind children and adults. Neuroscience & Biobehavioral Reviews, 71, 240–251.

    Article  Google Scholar 

  • Desideri, L., Lancioni, G., Malavasi, M., Gherardini, A., & Cesario, L. (2020). Step instruction technology to help people with intellectual and other disabilities perform multistep tasks: A literature review. Journal of Developmental and Physical Disabilities. doi: 10.1007/s10882-020-09781-7

  • Desmond, D., Layton, N., Bentley, J., Boot, F. H., Borg, J., Dhungana, B. M., Gallagher, P., Gitlow, L., Gowran, R. J., Groce, N., Mavrou, K., Mackeogh, T., McDonald, R., Pettersson, C., & Scherer, M. J. (2018). Assistive technology and people: A position paper from the first global research, innovation and education on assistive technology (GREAT) summit. Disability and Rehabilitation: Assistive Technology, 13(5), 437–444.

    PubMed  Google Scholar 

  • De Witte, L., Steel, E., Gupta, S., Delgado Ramos, V., & Roentgen, U. (2018). Assistive technology provision: Towards an international framework for assuring availability and accessibility of affordable high-quality assistive technology. Disability and Rehabilitation: Assistive Technology, 13(5), 467–472.

    PubMed  Google Scholar 

  • Dillon, C. M., & Carr, J. E. (2007). Assessing indices of happiness and unhappiness in individuals with developmental disabilities. Behavioral Intervention, 22(3), 229–244.

    Article  Google Scholar 

  • Golisz, K., Waldman-Levi, A., Swierat, R. P., & Toglia, J. (2018). Adults with intellectual disabilities: Case studies using everyday technology to support daily living skills. British Journal of Occupational Therapy, 81(9), 514–524.

    Article  Google Scholar 

  • Goo, M., Maurer, A. L., & Wehmeyer, M. L. (2019). Systematic review of using portable smart devices to teach functional skills to students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 54(1), 57–68.

    Google Scholar 

  • Hallemans, A., Truijen, S., Meire, F., & Ortibus, E. (2011). Development of independent locomotion in children with a severe visual impairment. Research in Developmental Disabilities, 32(6), 2069–2074.

    Article  Google Scholar 

  • Hronis, A., Roberts, L., & Kneebone, I. I. (2017). A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy. British Journal of Clinical Psychology, 56(2), 179–207.

    Article  Google Scholar 

  • Jarjoura, W. (2019). Disorientation and loss of wayfinding in individuals with congenital blindness and other affecting comorbidities. British Journal of Visual Impairment, 37(3), 240–247.

    Article  Google Scholar 

  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2th ed.). Oxford University Press.

    Google Scholar 

  • King, D. L., Jones, F. L., Pearlman, R. C., Tishman, A., & Felix, C. A. (2002). The length of the retention interval, forgetting, and subjective similarity. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(4), 660–671.

    PubMed  Google Scholar 

  • Kocman, A., & Weber, G. (2018). Job satisfaction, quality of work life and work motivation in employees with intellectual disability: A systematic review. Journal of Applied Research in Intellectual Disabilities, 31(5), 804–819.

    Article  Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Boccasini, A., La Martire, M. L., Oliva, D., & Lang, R. (2014). Orientation technology to help persons with blindness and multiple disabilities manage indoor travel and travel-related anxiety. Journal of Intellectual and Developmental Disabilities, 39(2), 198–205.

    Article  Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Boccasini, A., La Martire, M. L., & Smaldone, A. (2016). People with multiple disabilities use assistive technology to perform complex activities at the appropriate time. International Journal on Disability and Human Development, 15(3), 261–266.

    Article  Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Alberti, G., Campodonico, F., Perilli, V., Chiariello, V., & Zimbaro, C. (2017a). A technology-aided program to support occupational engagement and mobility in persons with multiple disabilities. Frontiers in Public Health, 5, 338. https://doi.org/10.3389/fpubh.2017.00338

    Article  PubMed  PubMed Central  Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Alberti, G., Perilli, V., Zimbaro, C., Chiariello, V., & campodonico, F. (2017b). Fostering indoor ambulation and object transportation as a form of physical exercise for persons with multiple disabilities. Advances in Neurodevelopmental Disorders, 1(4), 252–259.

    Article  Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Alberti, G., Zimbaro, C., & Chiariello, V. (2017c). Using smartphones to help people with intellectual and sensory disabilities perform daily activities. Frontiers in Public Health, 5, 282. https://doi.org/10.3389/fpubh.2017.00282

    Article  PubMed  PubMed Central  Google Scholar 

  • Lancioni, G. E., O’Reilly, M. F., Sigafoos, J., Desideri, L., Alberti, G., Chiariello, V., & Nozzolillo, A. (2020a). Smartphone-based technology to help individuals with intellectual disability and blindness manage basic indoor travel. Advances in Neurodevelopmental Disorders, 4(4), 430–438.

    Article  Google Scholar 

  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Grillo, G., Campodonico, F., Alberti, G., Schillaci, D., & Zagaria, T. (2020b). A smartphone-based intervention to enhance functional occupation and mood in people with neurodevelopmental disorders: A research extension. Life Span and Disability, 23(1), 21–42.

    Google Scholar 

  • Lifshitz, H., Kilberg, E., & Vakil, E. (2016). Working memory studies among individuals with intellectual disability: An integrative research review. Research in Developmental Disabilities, 59, 147–165.

    Article  Google Scholar 

  • Lin, M. L., Chiang, M. S., Shih, C. H., & Li, M. F. (2018). Improving the occupational skills of students with intellectual disability by applying video prompting combined with dance pads. Journal of Applied Research in Intellectual Disabilities, 31(1), 114–119.

    Article  Google Scholar 

  • McLay, L., Schäfer, M. C. M., van der Meer, L., Couper, L., McKenzie, E., O’Reilly, M. F., Lancioni, G. E., Marschik, P. B., Sigafoos, J., & Sutherland, D. (2017). Acquisition, preference and follow-up comparison across three AAC modalities taught to two children with autism spectrum disorder. International Journal of Disability, Development and Education, 64(2), 117–130.

    Article  Google Scholar 

  • Moreno, M. T., Sans, J. C., & Colomina Fosch, M. T. (2021). Behavioral and cognitive interventions with digital devices in subjects with intellectual disability: A systematic review. Frontiers in Psychiatry, 12, 647399. https://doi.org/10.3389/fpsyt.2021.647399

    Article  Google Scholar 

  • Nair, V., Olmschenk, G., Seiple, W. H., & Zhu, Z. (2020). ASSIST: Evaluating the usability and performance of an indoor navigation assistant for blind and visually impaired people. Assistive Technology. https://doi.org/10.1080/10400435.2020.1809553

  • O’Neill, B., Best, C., O'Neill, L., Ramos, S. D., & Gillespie, A. (2018). Efficacy of a micro-prompting technology in reducing support needed by people with severe acquired brain injury in activities of daily living: A randomized control trial. The Journal of Head Trauma Rehabilitation, 33(5), E33–E41.

    Article  Google Scholar 

  • Parker, A. T. (2009). Orientation and mobility with persons who are deaf-blind: An initial examination of single-subject design research. Journal of Visual Impairment and Blindness, 103(6), 372–377.

    Article  Google Scholar 

  • Parsons, M. B., Reid, D. H., Bently, E., Inman, A., & Lattimore, L. P. (2012). Identifying indices of happiness and unhappiness among adults with autism: Potential targets for behavioral assessment and intervention. Behavior Analysis in Practice, 5(1), 15–25.

    Article  Google Scholar 

  • Plackett, R., Thomas, S., & Thomas, S. (2017). Professionals’ views on the use of smartphone technology to support children and adolescents with memory impairment due to acquired brain injury. Disability and Rehabilitation: Assistive Technology, 12(3), 236–243.

    PubMed  Google Scholar 

  • Randall, K. N., Johnson, F., Adams, S. E., Kiss, C. W., & Ryan, J. B. (2020). Use of a iPhone task analysis application to increase employment-related chores for individuals with intellectual disabilities. Journal of Special Education Technology, 35(1), 26–36.

    Article  Google Scholar 

  • Sanetti, L. M. H., & Collier-Meek, M. A. (2014). Increasing the rigor of procedural fidelity assessment: An empirical comparison of direct observation and permanent product review methods. Journal of Behavioral Education, 23(1), 60–88.

    Article  Google Scholar 

  • Savage, M. N., & Taber-Doughty, T. (2017). Self-operated auditory prompting systems for individuals with intellectual disability: A meta-analysis of single-subject research. Journal of Intellectual & Developmental Disability, 42(3), 249–258.

    Article  Google Scholar 

  • Scherer, M. J. (2019). Assistive technology selection to outcome assessment: The benefit of having a service delivery protocol. Disability and Rehabilitation: Assistive Technology, 14(8), 762–763.

    PubMed  Google Scholar 

  • Schlosser, R. W., Shane, H. C., Allen, A. A., Abramson, J., Laubscher, E., & Dimery, K. (2016). Just-in-Time supports in augmentative and alternative communication. Journal of Developmental and Physical Disabilities, 28(1), 177–193.

    Article  Google Scholar 

  • Schlosser, R. W., O’Brien, A., Yu, C., Abramson, J., Allen, A. A., Flynn, S., & Shane, H. C. (2017). Repurposing everyday technologies to provide just-in-time visual supports to children with intellectual disability and autism: A pilot feasibility study with Apple Watch. International Journal of Developmental Disabilities, 63(4), 221–227.

    Article  Google Scholar 

  • Siegel, S., & Castellan, N. J. (1988). Nonparametric statistics for the behavioral sciences (2nd ed.). Macgraw-Hill.

    Google Scholar 

  • Sparrow, S. S., Cicchetti, D. V., Balla, D. A. (2005). Vineland Adaptive Behavior Scales (2nd ed.). (Vineland II). Minneapolis: Pearson.

  • Travers, J. C., Cook, B. G., Therrien, W. J., & Coyne, M. D. (2016). Replication research and special education. Remedial and Special Education, 37(4), 195–204.

    Article  Google Scholar 

  • Tullis, C. A., Cannella-Malone, H. I., Basbigill, A. R., Yeager, A., Fleming, C. V., Payne, D., & Wu, P. F. (2011). Review of the choice and preference assessment literature for individuals with severe to profound disabilities. Education and Training in Autism and Developmental Disabilities, 46(4), 576–595.

    Google Scholar 

  • Vicari, S., Costanzo, F., & Menghini, D. (2016). Memory and learning in intellectual disability. International Review of Research in Developmental Disabilities, 50, 119–148.

    Article  Google Scholar 

  • Wachaja, A., Argarwal, P., Zink, M., Adame, M. R., Möller, K., & Burgard, W. (2017). Navigating blind people with walking impairments using a smart walker. Autonomous Robots, 41(3), 555–573.

    Article  Google Scholar 

  • Worthen, D., & Luiselli, J. K. (2019). Comparative effects and social validation of support strategies to promote mindfulness practices among high school students. Child & Family Behavior Therapy, 41(4), 221–236.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Neuroscience and Sense Organs, University of Bari, Corso Italia 23, 70121, Bari, Italy

    Giulio E. Lancioni

  2. University of Texas at Austin, Austin, TX, USA

    Mark F. O’Reilly

  3. Victoria University of Wellington, Wellington, New Zealand

    Jeff Sigafoos

  4. Lega F. D’Oro Research Center, Osimo, Italy

    Gloria Alberti & Valeria Chiariello

  5. Salisian Pontifical University of Rome, Rome, Italy

    Carlo Ricci

  6. University of Bologna and Lega F. D’Oro Research Center, Osimo, Italy

    Lorenzo Desideri

Authors
  1. Giulio E. Lancioni
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mark F. O’Reilly
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jeff Sigafoos
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Gloria Alberti
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Valeria Chiariello
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Carlo Ricci
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Lorenzo Desideri
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

G. L. was responsible for setting up the study, acquiring and analyzing the data, and writing the manuscript. M. O. and J. S. collaborated in setting up the study, analyzing the data, and writing/editing the manuscript. G. A., V. C., C. R., and L. D. contributed in working out the technological aspects of the study, acquiring and analyzing the data, and editing the manuscript.

Corresponding author

Correspondence to Giulio E. Lancioni.

Ethics declarations

Ethical Approval

Approval for the study was obtained from the Ethics Committee of the Lega F. D’Oro, Osimo, Italy. All procedures performed were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed Consent

Written informed consent for the participants’ involvement in the study was obtained from their legal representatives.

Conflict of Interest

The authors declare no competing interests.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lancioni, G.E., O’Reilly, M.F., Sigafoos, J. et al. People with Intellectual and Visual Disabilities Manage Functional Occupation via Basic Technology Providing Spatial Cues and Timely Repetition of Response-Related Instructions. Adv Neurodev Disord 6, 11–19 (2022). https://doi.org/10.1007/s41252-021-00225-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s41252-021-00225-7

Keywords

Search

Navigation