Adults with intellectual disabilities: Case studies using everyday technology to support daily living skills / Kathleen Golisz in The British Journal of Occupational Therapy, Vol.81 Issue 9 (Septembre 2018)

Public ISBD [article]  inThe British Journal of Occupational Therapy > Vol.81 Issue 9 (Septembre 2018) . - p. 514-524 Titre : Adults with intellectual disabilities: Case studies using everyday technology to support daily living skills Type de document : texte imprimé Auteurs : Kathleen Golisz ; Amiya Waldman-Levi ; Richard P. Swierat ; Joan P. Toglia Année de publication : 2018 Article en page(s) : p. 514-524 Langues : Anglais (eng) Mots-clés : Intellectual developmental disorders  technology  activities of daily living Résumé : Introduction Adults with intellectual developmental disorders may have difficulties undertaking activities of daily living. This study aimed to identify changes in independence in activities of daily living following learning support using individualized everyday technologies. Method A double-baseline case study design explored the use of everyday technology applications and devices to support functional performance of three men aged 32, 33, and 55 years, with mild to moderate intellectual disabilities. Performance of selected tasks was video-recorded and analysed on four occasions for each participant. Baselines were recorded twice before intervention to ensure the participant’s performance of the selected task was consistent. The intervention video was recorded at the midpoint of the participant’s engagement in the study. Post-intervention video was recorded approximately 1 month after the intervention ended. Results All three participants’ functional performance of an activity of daily living task improved in accuracy and efficiency as cues from support workers were gradually faded. After the learning support ceased, technology continued to provide environmental support of participants’ ongoing independence and efficient performance of the activity. Conclusion Everyday technology applications and devices can be utilized together with a guided and structured client-centred approach and task-specific training with individuals with disability and learning difficulties. Permalink : ./index.php?lvl=notice_display&id=80201 [article] Adults with intellectual disabilities: Case studies using everyday technology to support daily living skills [texte imprimé] / Kathleen Golisz ; Amiya Waldman-Levi ; Richard P. Swierat ; Joan P. Toglia . - 2018 . - p. 514-524. Langues : Anglais (eng) in The British Journal of Occupational Therapy > Vol.81 Issue 9 (Septembre 2018) . - p. 514-524 Mots-clés : Intellectual developmental disorders  technology  activities of daily living Résumé : Introduction Adults with intellectual developmental disorders may have difficulties undertaking activities of daily living. This study aimed to identify changes in independence in activities of daily living following learning support using individualized everyday technologies. Method A double-baseline case study design explored the use of everyday technology applications and devices to support functional performance of three men aged 32, 33, and 55 years, with mild to moderate intellectual disabilities. Performance of selected tasks was video-recorded and analysed on four occasions for each participant. Baselines were recorded twice before intervention to ensure the participant’s performance of the selected task was consistent. The intervention video was recorded at the midpoint of the participant’s engagement in the study. Post-intervention video was recorded approximately 1 month after the intervention ended. Results All three participants’ functional performance of an activity of daily living task improved in accuracy and efficiency as cues from support workers were gradually faded. After the learning support ceased, technology continued to provide environmental support of participants’ ongoing independence and efficient performance of the activity. Conclusion Everyday technology applications and devices can be utilized together with a guided and structured client-centred approach and task-specific training with individuals with disability and learning difficulties. Permalink : ./index.php?lvl=notice_display&id=80201

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Performance-based measure of executive function: comparison of community and at-risk youth / Joan P. Toglia in American Journal of Occupational Therapy, Vol. 67/5 (septembre-octobre 2013)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 67/5 (septembre-octobre 2013) . - p.515-523 Titre : Performance-based measure of executive function: comparison of community and at-risk youth Type de document : texte imprimé Auteurs : Joan P. Toglia ; Christine L. Berg Année de publication : 2013 Article en page(s) : p.515-523 Langues : Anglais (eng) Mots-clés : Activités vie quotidienne  Adolescent  Comportement  Fonction exécutive  Gestion risque  Performance  Métier Résumé : OBJECTIVE: We compared abilities and strategy use of at-risk youth aged 16-21 yr with those of a community sample of high school students using a performance measure of executive function, the Weekly Calendar Planning Activity (WCPA). METHOD: We recruited students from an alternative school for at-risk youth (n = 113) and from community high schools in the same region (n = 49). We collected demographic information from and administered the WCPA to both groups. RESULTS: The at-risk group made more errors, used fewer strategies, and broke more rules than the community group; however, the groups were similar in average time for planning and task completion. Moderate relationships were found between WCPA and academic performance in the at-risk group. CONCLUSION: Comparison of at-risk and community youth provides support for discriminant validity of the WCPA and indicates that the WCPA is useful in identifying adolescents who are at risk for occupational performance deficits. Permalink : ./index.php?lvl=notice_display&id=14183 [article] Performance-based measure of executive function: comparison of community and at-risk youth [texte imprimé] / Joan P. Toglia ; Christine L. Berg . - 2013 . - p.515-523. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 67/5 (septembre-octobre 2013) . - p.515-523 Mots-clés : Activités vie quotidienne  Adolescent  Comportement  Fonction exécutive  Gestion risque  Performance  Métier Résumé : OBJECTIVE: We compared abilities and strategy use of at-risk youth aged 16-21 yr with those of a community sample of high school students using a performance measure of executive function, the Weekly Calendar Planning Activity (WCPA). METHOD: We recruited students from an alternative school for at-risk youth (n = 113) and from community high schools in the same region (n = 49). We collected demographic information from and administered the WCPA to both groups. RESULTS: The at-risk group made more errors, used fewer strategies, and broke more rules than the community group; however, the groups were similar in average time for planning and task completion. Moderate relationships were found between WCPA and academic performance in the at-risk group. CONCLUSION: Comparison of at-risk and community youth provides support for discriminant validity of the WCPA and indicates that the WCPA is useful in identifying adolescents who are at risk for occupational performance deficits. Permalink : ./index.php?lvl=notice_display&id=14183

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Weekly Calendar Planning Activity (WCPA) / Nikki WILLIAMSON WEINER in American Journal of Occupational Therapy, Vol. 66/6 (novembre-décembre 2012)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 66/6 (novembre-décembre 2012) . - p. 699-708 Titre : Weekly Calendar Planning Activity (WCPA) : a Performance-Based Assessment of Executive Function Piloted With At-Risk Adolescents Type de document : texte imprimé Auteurs : Nikki WILLIAMSON WEINER ; Christine L. Berg ; Joan P. Toglia Année de publication : 2012 Article en page(s) : p. 699-708 Langues : Anglais (eng) Mots-clés : Adolescent  Echec scolaire  Intégration scolaire  Fonction exécutive  Evaluation Résumé : OBJECTIVE. We piloted the Weekly Calendar Planning Activity (WCPA), a performance-based measure of executive function (EF), to establish a baseline for at-risk adolescents. METHOD. Participants were 113 youths ages 16–21 who were enrolled at a charter school for youth returning to high school after dropping out. We administered the WCPA and collected demographic information. RESULTS. On average, participants spent 15.9 min on the WCPA, made 7.9 errors, and followed 4.0 of 5 possible rules. No ceiling effect was observed in overall accuracy. Participants used a mean of 3.1 strategies (standard deviation = 1.9) while completing the WCPA. Participants who used more strategies spent more time planning and completing the task and were more accurate. CONCLUSION. The WCPA may be useful to occupational therapists as a performance measure of EF. This assessment allows evaluation of complex task performance, strategy use, self-evaluation of performance, and error patterns, which can be used in developing intervention strategies. Permalink : ./index.php?lvl=notice_display&id=14266 [article] Weekly Calendar Planning Activity (WCPA) : a Performance-Based Assessment of Executive Function Piloted With At-Risk Adolescents [texte imprimé] / Nikki WILLIAMSON WEINER ; Christine L. Berg ; Joan P. Toglia . - 2012 . - p. 699-708. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 66/6 (novembre-décembre 2012) . - p. 699-708 Mots-clés : Adolescent  Echec scolaire  Intégration scolaire  Fonction exécutive  Evaluation Résumé : OBJECTIVE. We piloted the Weekly Calendar Planning Activity (WCPA), a performance-based measure of executive function (EF), to establish a baseline for at-risk adolescents. METHOD. Participants were 113 youths ages 16–21 who were enrolled at a charter school for youth returning to high school after dropping out. We administered the WCPA and collected demographic information. RESULTS. On average, participants spent 15.9 min on the WCPA, made 7.9 errors, and followed 4.0 of 5 possible rules. No ceiling effect was observed in overall accuracy. Participants used a mean of 3.1 strategies (standard deviation = 1.9) while completing the WCPA. Participants who used more strategies spent more time planning and completing the task and were more accurate. CONCLUSION. The WCPA may be useful to occupational therapists as a performance measure of EF. This assessment allows evaluation of complex task performance, strategy use, self-evaluation of performance, and error patterns, which can be used in developing intervention strategies. Permalink : ./index.php?lvl=notice_display&id=14266

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