TY - JOUR
T1 - College Students with Intellectual and Developmental Disabilities Use Assistive Technology in Living, Learning, and Working Tasks
T2 - A 20-Year Systematic Review and Meta-Analysis
AU - Woods-Groves, Suzanne
AU - Balint-Langel, Kinga
AU - Rodgers, Derek B.
AU - Song, Haidi
AU - Hendrickson, Jo M.
N1 - Publisher Copyright:
© Division on Autism and Developmental Disabilities.
PY - 2023/12
Y1 - 2023/12
N2 - 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 of-ten 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 stu-dents’ 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 meta-analytic 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.
AB - 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 of-ten 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 stu-dents’ 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 meta-analytic 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.
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M3 - Article
AN - SCOPUS:85189546666
SN - 2154-1647
VL - 58
SP - 375
EP - 395
JO - Education and Training in Autism and Developmental Disabilities
JF - Education and Training in Autism and Developmental Disabilities
IS - 4
ER -