Date of Award

5-2023

Degree Name

Master of Science in Occupational Therapy

Department

Occupational Therapy

Project Chairperson

Maggie Hayes

Second Advisor

Renee Watling

Keywords

intellectual and developmental disability, transition-aged students, video-based interventions

Abstract

In collaboration with an occupational therapist at a school-based outreach program, we conducted a systematic literature review exploring existing evidence-based interventions that support activities of daily living (ADL) and instrumental activities of daily living (IADL) skill acquisition for transition-aged students over the age of 18 highly impacted by cognitive or intellectual disabilities. Existing literature explored the use of video-based interventions such as video prompting (VP) and video modeling (VM); interactive technology such as augmented reality, iPad applications, or audio recordings; non-technology based interventions such as visual supports, self-regulated problem solving, and adapting the environment. The evidence favored the use of VP to support ADL and IADL skill acquisition, with added support such as graduated guidance and error correction. The end product of the knowledge translation was a publicly-available VP intervention for putting groceries away. Production of the VP intervention involved creating a task analysis, filming and script writing. In order to track the ease, efficiency, and feasibility of a video-promoting intervention in this population, we administered a pre-post test survey. Results indicate a higher feasibility in use of this intervention in a setting servicing transition aged clients impacted by disabilities. We recommend that future researchers continue to focus on interventions to support transition-aged students highly impacted by disabilities with ADL and IADL skill acquisition.

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