Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-19T16:46:28.305Z Has data issue: false hasContentIssue false

Chapter 13 - Technology-Aided Programs to Support Leisure, Communication, and Daily Activities in People with Intellectual and Multiple Disabilities

Published online by Cambridge University Press:  14 November 2024

By
Giulio E. Lancioni ,
Nirbhay N. Singh ,
Mark F. O’Reilly ,
Jeff Sigafoos  and
Gloria Alberti
Edited by
Paul M.W. Hackett ,
Christopher M. Hayre ,
Dave Muller ,
Marcia Scherer  and
Ava Gordley-Smith
Paul M.W. Hackett
Affiliation:
Emerson College, Boston
Christopher M. Hayre
Affiliation:
The University of Canberra
Dave Muller
Affiliation:
Suffolk University, Massachusetts
Marcia Scherer
Affiliation:
University of Rochester Medical Center, New York
Ava Gordley-Smith
Affiliation:
University of Suffolk
Get access

Summary

Due to the COVID-19 pandemic, it has become essential for qualitative researchers to adopt online interviews for data collection. However, ensuring the validity of the interview protocol is no easy task, especially when the research involves people with intellectual disabilities. With these unique challenges, we attempted to validate the interview protocol to ensure the trustworthiness of the data. An online semi-structured interview protocol was developed and refined by integrating the Interview Protocol Refinement (IPR) Framework into a seven-step refinement process. A pilot test was conducted via video conference with five participants across five different groups. From the current pilot test, insights gained include (1) rephrasing the interview questions to assume casual conversation; (2) having a contingency plan in case of technical failure; (3) refining probes and follow-up questions; and (4) enhancing the reliability of proxy in interviewing person with Down syndrome. It is essential to develop a valid and reliable interview protocol to ensure a trustworthy qualitative finding. The process should be reflective and reiterative and should always be done in such a manner.

Keywords

leisurecommunicationdaily activitiestechnologyintellectual disabilitysensory impairmentmotor impairment
Type
Chapter
Information
The Future of Qualitative Research in Healthcare
The Role and Management of Digital Methods
 , pp. 218 - 237
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, Z. W., & Boyd, S. E. (2010). Ethical challenges in the treatment of individuals with intellectual disabilities. Ethics & Behavior, 20(6), 407–418.CrossRefGoogle Scholar
Badia, M., Orgaz, M. B., Verdugo, M. A., & Ullán, A. M. (2013). Patterns and determinants of leisure participation of youth and adults with developmental disabilities. Journal of Intellectual Disability Research, 57(4), 319–332.CrossRefGoogle ScholarPubMed
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.CrossRefGoogle ScholarPubMed
Borg, J. (2019). Commentary on selection of assistive technology in a context with limited resources. Disability and Rehabilitation: Assistive Technology, 14(8), 753–754.Google Scholar
Campbell, M., Robertson, A., & Jahoda, A. (2014). Psychological therapies for people with intellectual disabilities: Comments on a Matrix of evidence for interventions in challenging behaviour. Journal of Intellectual Disability Research, 58(2), 172–188.CrossRefGoogle Scholar
Campos, R. C., Holden, R. R., & Lambert, C. E. (2019). Avoidance of psychological pain and suicidal ideation in community samples: Replication across two countries and two languages. Journal of Clinical Psychology, 75(12), 2160–2168.CrossRefGoogle ScholarPubMed
Cannella-Malone, H. I., & Schaefer, J. M. (2017). A review of research on teaching people with significant disabilities vocational skills. Career Development and Transition for Exceptional Individuals, 40(2), 67–78.CrossRefGoogle Scholar
Chan, J. M., Lambdin, L., Van Laarhoven, T., & Johnson, J. W. (2013). Teaching leisure skills to an adult with developmental disabilities using a video prompting intervention package. Education and Training in Autism and Developmental Disabilities, 48(3), 412–420.Google Scholar
Cullen, J. M., Alber-Morgan, S. R., Simmons-Reed, E. A., & Izzo, M. V. 2017. Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities. Journal of Vocational Rehabilitation, 46, 361–375.CrossRefGoogle Scholar
Darcy, S., Green, J., & Maxwell, H. (2017). I’ve got a mobile phone too! Hard and soft assistive technology customization and supportive call centres for people with disability. Disability and Rehabilitation Assistive Technology, 12(4), 341–351.CrossRefGoogle Scholar
Davies, D. K., Stock, S. E., Herold, R. G., & Wehmeyer, M. L. (2018). GeoTalk: A GPS-enabled portable speech output device for people with intellectual disability. Advances in Neurodevelopmental Disorders, 2(3), 253–261.CrossRefGoogle Scholar
Desideri, L., Lancioni, G., Malavasi, M., Gherardini, A., & Cesario, L. (2021). Step instruction technology to help people with intellectual and other disabilities perform multistep tasks: A literature review. Journal of Developmental and Physical Disabilities, 33(6), 857–886.CrossRefGoogle Scholar
Desmond, D., Layton, N., Bentley, J., et al. (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.Google ScholarPubMed
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.Google Scholar
Federici, S., & Scherer, M. J. (Eds.) (2017). Assistive technology assessment handbook (2nd ed.). London: CRC Press.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
Kagohara, D. M., van der Meer, L., Ramdoss, S., et al. (2013). Using iPods and iPads in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147–156.CrossRefGoogle Scholar
Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2th ed.). New York: Oxford University Press.Google Scholar
Kazdin, A. E. (2012). Behavior modification in applied settings (7th ed.). New York: Waveland Press.Google Scholar
King, G., Gibson, B. E., Mistry, B., et al. (2014). An integrated methods study of the experiences of youth with severe disabilities in leisure activity settings: The importance of belonging, fun, and control and choice. Disability and Rehabilitation, 36(19), 1626–1635.CrossRefGoogle ScholarPubMed
Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., et al. (2013). Single case intervention research design standards. Remedial and Special Education, 34(1), 26–38.CrossRefGoogle Scholar
Lancioni, G. E., Desideri, L., Singh, N. N., Sigafoos, J., & O’Reilly, M. F. (2021). A commentary on standards for single-case experimental studies. International Journal of Developmental Disabilities, 8(68), 781–783. doi.org/10.1080/20473869.2020.1870420.Google Scholar
Lancioni, G. E., O’Reilly, M., Singh, N., et al. (2016). Technology to support positive occupational engagement and communication in persons with multiple disabilities. International Journal on Disabilities and Human Development, 15(1), 111–116.Google Scholar
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2017a). 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.CrossRefGoogle ScholarPubMed
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2017b). Persons with multiple disabilities manage positive leisure and communication engagement through a technology-aided program. International Journal of Developmental Disabilities, 63(3), 148–157.CrossRefGoogle Scholar
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2018). An upgraded smartphone-based program for leisure and communication of people with intellectual and other disabilities. Frontiers in Public Health, 6, 234. https://doi.org/10.3389/fpubh.2018.00234.CrossRefGoogle Scholar
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2019). A program based on common technology to support communication exchanges and leisure in people with intellectual and other disabilities. Behavior Modification, 43(6), 879–897.CrossRefGoogle ScholarPubMed
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2020a). Case series of technology-aided interventions to support leisure and communication in extensive disabilities. International Journal of Developmental Disabilities, 66(3), 180–189.CrossRefGoogle Scholar
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2020b). A new tablet-based program to support leisure and video calls in people with intellectual and motor disabilities. Technology and Disability, 32(2), 111–121.CrossRefGoogle Scholar
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2020c). People with intellectual and visual disabilities access basic leisure and communication using a smartphone’s Google Assistant and voice recording devices. Disability and Rehabilitation: Assistive Technology. https://doi.org/10.1080/17483107.2020.1836047.CrossRefGoogle Scholar
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2020d). Everyday technology to support leisure and daily activities in people with intellectual and other disabilities. Developmental Neurorehabilitation, 23(7), 431–438.CrossRefGoogle ScholarPubMed
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2020e). Extended smartphone-aided program to sustain daily activities, communication and leisure in individuals with intellectual and sensory-motor disabilities. Research in Developmental Disabilities, 105, 103722. doi.org/10.1016/j.ridd.2020.103722.CrossRefGoogle ScholarPubMed
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2020f). A tablet-based program to enable people with intellectual and other disabilities to access leisure activities and video calls. Disability and Rehabilitation: Assistive Technology, 15(1), 14–20.Google ScholarPubMed
Lancioni, G. E., Singh, N. N., O’Reilly, M. F., et al. (2022). A smartphone‑based program enabling people with intellectual and other disabilities to access leisure, communication, and functional activities. Universal Access in the Information Society, 22, 581–590. doi.org/10.1007/s10209-021-00858-4.CrossRefGoogle Scholar
Lancioni, G. E., Singh, N., O’Reilly, M., et al. (2014). Case studies of technology for adults with multiple disabilities to make telephone calls independently. Perceptual and Motor Skills, 119(1), 320–331.CrossRefGoogle ScholarPubMed
Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 26–41.CrossRefGoogle ScholarPubMed
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.CrossRefGoogle ScholarPubMed
Lobo, M. A., Moeyaert, M., Baraldi Cunha, A., & Babik, I. 2017. Single-case design, analysis, and quality assessment for intervention research. Journal of Neurologic Physical Therapy, 41(3), 187–197.CrossRefGoogle ScholarPubMed
Locey, M. L. (2020). The evolution of behavior analysis: Toward a replication crisis? Perspectives on Behavior Science, 43(4), 655–675.CrossRefGoogle Scholar
Man, J., & Kangas, M. (2020), Best practice principles when working with individuals with intellectual disability and comorbid mental health concerns. Qualitative Health Research, 30(4), 560–571.CrossRefGoogle ScholarPubMed
McDonald, K. E., Schwartz, N. M., Gibbons, C. M., & Olick, R. S. (2015). “You can’t be cold and scientific”: Community views on ethical issues in intellectual disability research. Journal of Empirical Research on Human Research Ethics, 10(2), 196–208.CrossRefGoogle ScholarPubMed
Mechling, L. C., Gast, D. L., & Seid, N. H. (2010). Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 422–439.Google Scholar
Ricci, C., Miglino, O., Alberti, G., Perilli, V., & Lancioni, G. E. (2017). Speech generating technology to support request responses of persons with intellectual and multiple disabilities. International Journal of Developmental Disabilities, 63(4), 238–245.CrossRefGoogle 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.CrossRefGoogle 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.Google ScholarPubMed
Stasolla, F., Caffò, A. O., Bottiroli, S., & Ciarmoli, D. (2022). An assistive technology program for enabling five adolescents emerging from a minimally conscious state to engage in communication, occupation, and leisure opportunities. Developmental Neurorehabilitation, 25(3), 193–204.CrossRefGoogle ScholarPubMed
Stasolla, F., & De Pace, C. (2014). Assistive technology to promote leisure and constructive engagement by two boys emerged from a minimal conscious state. NeuroRehabilitation, 35(2), 253–259.CrossRefGoogle ScholarPubMed
Stasolla, F., Perilli, V., Di Leone, A., et al. (2015). Technological aids to support choice strategies by three girls with Rett syndrome. Research in Developmental Disabilities, 36, 36–44.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
van der Meer, L., Kagohara, D., Achmadi, D., et al. (2012). Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33(5), 1658–1669.CrossRefGoogle ScholarPubMed
van der Meer, L., Matthews, T., Ogilvie, E., et al. (2017a). Training direct-care staff to provide communication intervention to adults with intellectual disability: A systematic review. American Journal of Speech-Language Pathology, 26(4), 1279–1295.CrossRefGoogle ScholarPubMed
van der Meer, L., Waddington, H., Sigafoos, J., et al. (2017b). Training direct-care staff to implement an iPad®-based communication intervention with adults with developmental disability. International Journal of Developmental Disabilities, 63(4), 246–255.CrossRefGoogle Scholar
Wang, S. H., Chiang, C. S., Su, C. Y., & Wang, C. C. (2011). Effectiveness of virtual reality using Wii gaming technology in children with Down syndrome. Research in Developmental Disabilities, 32(1), 312–321.CrossRefGoogle Scholar
Wehmeyer, M. L. (2020). The importance of self-determination to the quality of life of people with intellectual disability: A perspective. International Journal of Environmental Research and Public Health, 17(19), 7121. https://doi.org/10.3390/ijerph17197121.CrossRefGoogle Scholar
Wehmeyer, M. L., Davies, D. K., Stock, S. E., & Tanis, S. (2020). Applied cognitive technologies to support the autonomy of people with intellectual and developmental disabilities. Advances in Neurodevelopmental Disorders, 4(4), 389–399.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×