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Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review.

Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contri...

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Published in:Disability & Rehabilitation: Assistive Technology Vol. 10; no. 1; pp. 1 - 11
Main Authors: den Brok, W. L. J. E., Sterkenburg, P. S.
Format: research systematic review tables/charts Journal Article
Published: Taylor & Francis Ltd Jan2015
Online Access:View this record in EBSCOhost
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      dt: Jan2015
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      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        10.3109/17483107.2014.921248
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        atl: Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review.
      aug:
        au:
          den Brok, W. L. J. E.
          Sterkenburg, P. S.
        affil: VU University Amsterdam, FPP, Clinical Child and Family Studies and EMGO+ Institute for Health and Care Research Amsterdam The Netherlands
      sug:
        subj:
          Skill Acquisition
          Assistive Technology Devices
          Autism Spectrum Disorder
          Human
          Systematic Review
          Activities of Daily Living
          Computers, Hand-Held
          ERIC Database
          Psycinfo
          Funding Source
      ab: Persons with an autism spectrum disorder and/or intellectual disability have difficulties in processing information, which impedes the learning of daily living skills and cognitive concepts. Technological aids support learning, and if used temporarily and in a self-controlled manner, they may contribute to independent societal participation. This systematic review examines the studies that applied self-controlled technologies. The 28 relevant studies showed that skills and concepts are learned through prompting, interaction with devices, and practicing in (realistic) virtual environments. For attaining cognitive concepts, advanced technologies such as virtual reality are effective. Five studies focussed on cognitive concepts and two on emotion concepts. More research is necessary to examine the generalization of results and effect of using technology for learning cognitive and emotional concepts.
      pubtype: Academic Journal
      doctype:
        research
        systematic review
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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