Sage Journals: Discover world-class research

Abstract

Virtual reality (VR) is a promising avenue to enhance the independence and daily living skills of high school students with intellectual disability. This study investigated the efficacy of a non-immersive VR focused on teaching food preparation skills to secondary students with intellectual disability. Three high school students with intellectual disability participated in a multiple probe across participants single case design study, in which they engaged with non-immersive VR to learn to cook a grilled cheese sandwich on a stove. Researchers found students improved their accuracy with cooking a grilled cheese sandwich on a stove following intervention as measured by task analysis steps on a delayed probe. Students also maintained high levels of accuracy after the intervention ended. Researchers determined non-immersive VR an effective and efficient intervention for secondary students with intellectual disability learning daily living skills.

Keywords

virtual reality technology perspectives intellectual disability exceptionality secondary age/grade level small N/single subject design methodologies simulations

Get full access to this article

View all access options for this article.

References

Agran

Krupp

Spooner

Zakas

(2012). Asking students about the importance of safety skills instruction: A preliminary analysis of what they think is important. Research and Practice for Persons with Severe Disabilities, 37(1), 45–52. https://doi.org/10.2511/027494812800903265

Akçayir

(2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20(2017), 1–11. https://doi.org/10.1016/j.edurev.2016.11.002

Ayres

Cihak

(2010). Computer- and video-based instruction of food-preparation skills: Acquisition, generalization, and maintenance. Intellectual and Developmental Disabilities, 48(3), 195–208. https://doi.org/10.1352/1944-7558-48.3.195

Baragash

R. S.

Al-Samarraie

Alzahrani

A. I.

Alfarraj

(2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382–397. https://doi.org/10.1080/08856257.2019/1703548

Bereznak

Ayres

K. M.

Mechling

L. C.

Alexander

(2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24(3), 269–285. https://doi.org/10.1007/s10882-012-9270-8

Bouck

E. C.

Norwine

Jakubow

Long

H. M.

Nuse

. (2024). In Bon appétit: acquiring food preparation skills via virtual simulation. Education and Training in Autism and Developmental Disabilities.

Bridges

S. A.

Robinson

O. P.

Stewart

E. W.

Kwon

Mutua

(2020). Augmented reality: Teaching daily living skills to adults with intellectual disabilities. Journal of Special Education Technology, 35(1), 3–14. https://doi.org/10.1177/0162643419836411

Burns

C. O.

Lemon

Granpeesheh

Dixon

D. R.

(2019). Interventions for daily living skills in individuals with intellectual disability: A 50-year systematic review. Advances in Neurodevelopmental Disorders, 3(3), 235–245. https://doi.org/10.1007/s41252-019-00114-0

Cannella-Malone

Sigafoos

O’Reilly

de la Cruz

Edrisinha

Lancioni

G. E.

(2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41(4), 344–356.

10.

Cannella-Malone

H. I.

Fleming

Chung

Y.-C.

Wheeler

G. M.

Basbagill

A. R.

Singh

A. H.

(2011). Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13(3), 144–153. https://doi.org/10.1007/s10864-013-9175-3

11.

Cannella-Malone

H. I.

Jimenez

E. D.

Schaefer

J. M.

Miller

Byrum

(2018). Examination of the effects of video prompting across different types of tasks. Career Development and Transition for Exceptional Individuals, 41(4), 200–211. https://doi.org/10.1177/2165143417739609

12.

Carreon

Smith

S. J.

Mosher

Rao

Rowland

(2022). A review of virtual reality intervention research for students with disabilities in K-12 settings. Journal of Special Education Technology, 37(1), 82–99. https://doi.org/10.1177/0162643420962011

13.

Cazzell

Skinner

C. H.

Ciancio

Aspiranti

Watson

Taylor

McCurdy

Skinner

(2017). Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability. School Psychology Quarterly, 32(3), 367–378. https://doi.org/10.1037/spq0000172

14.

Cheung

J. C.-W.

Tam

A. Y.-C.

Chan

T. T.-C.

Cheung

A. K.-Y.

Tsang

O. Y. H.

Yip

C. B.

Lam

W.-K.

Wong

D. W.-C.

(2022). Virtual reality based multiple life skill training for intellectual disability: A multicenter randomized controlled trial. Engineered Regeneration, 3(2), 121–130. https://doi.org/10.1016/j.engreg.2022.03.003

15.

Cook

B. G.

Buysse

Klingner

Landrum

T. J.

McWilliam

R. A.

Tankersley

Test

D. W.

(2014). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36(4), 220–234. https://doi.org/10.1177/0741932514557271

16.

Council for Exceptional Children . (2014). Council for Exceptional Children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46(6), 206–212. https://doi.org/10.1177/0040059914531389

17.

Frost

Goates

M. C.

Cheng

Johnston

(2020). Virtual reality: A survey of use at an academic library. Information Technology and Libraries, 39(1), 1–12. https://doi.org/10.6017/ital.v39i1.11369

18.

Gardner

S. J.

Wolfe

P. S.

(2015). Teaching students with developmental disabilities daily living skills using point-of-view modeling plus video prompting with error correction. Focus on Autism and Other Developmental Disabilities, 30(4), 195–207. https://doi.org/10.1177/1088357614547810

19.

Granberg

Olsson

Mattsson Sydner

(2017). Teaching and learning cooking skills in home economics: What do teachers for students with mild intellectual disabilities consider important to learn? British Food Journal, 119(5), 1067–1078. https://doi.org/10.1108/BFJ-09-2016-0435

20.

Guarnieri

Crocette

T. B.

Massetti

Barbosa

R. T. D. A.

Antao

J. Y. F. D. L.

Antunes

T. P. C.

Hounsell

M. D. S.

Monteiro

C. B. D. M.

Olivera

A. S. B.

Abreu

L. C. D.

(2019). Test-retest reliability and clinical feasibility of a motion-controlled game to enhance the literacy and numeracy skills of young individuals with intellectual disability. Cyberpsychology, Behavior, and Social Networking, 22(2), 111–121. https://doi.org/10.1089/cyber.2017.0534

21.

Johnson

J. W.

Blood

Freeman

Simmons

(2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(3), 147–158. https://doi.org/10.1177/1088357613476344

22.

Kanfush

P. M.

Jaffe

J. W.

(2019). Using video modeling to teach a meal preparation task to individuals with moderate intellectual disability. Education Research International, 2019(2), 1–8. https://doi.org/10.1155/2019/1726719

23.

Kang

Y.-S.

Chang

Y.-J.

(2020). Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use. Journal of Applied Research in Intellectual Disabilities, 33(3), 409–419. https://doi.org/10.1111/jar.12683

24.

Kellems

R. O.

Rickard

T. H.

Okray

D. A.

Sauer-Sagiv

Washburn

(2018). iPad® video prompting to teach young adults with disabilities independent living skills: A maintenance study. Career Development and Transition for Exceptional Individuals, 41(3), 175–184. https://doi.org/10.1177/2165143417719078

25.

LaValle

S. M.

(2023). Virtual reality. Cambridge University Press.

26.

Ledford

J. R.

Gast

D. L.

(2018). Single case research methodology: Applications in special education and behavioral sciences. Routledge.

27.

Lin

H. C.

Wuang

Y. P.

(2012). Strength and agility training in adolescents with down syndrome: A randomized controlled trial. Research in Developmental Disabilities, 33(6), 2236–2244. https://doi.org/10.1016/j.ridd.2012.06.017

28.

Mazzotti

V. L.

Rowe

D. A.

Kwiatek

Voggt

Chang

W.-H.

Fowler

Poppen

Sinclair

Test

(2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793

29.

McMahon

Cihak

Gibbons

Fussell

Mathison

(2013). Using a mobile app to teach individuals with intellectual disabilities to identify potential food allergens. Journal of Special Education Technology, 28(3), 21–32. https://doi.org/10.1177/016264341302800302

30.

McMahon

D. D.

Barrio

McMahon

A. K.

Tutt

Firestone

(2020). Virtual reality exercise games for high school students with intellectual and developmental disabilities. Journal of Special Education Technology, 35(2), 87–96. https://doi.org/10.1177/0162643419836416

31.

Mechling

L. C.

Gast

D. L.

Fields

(2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42(3), 179–190. https://doi.org/10.1177/0022466907313348

32.

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. https://doi.org/10.007/s1083-009-0761-0

33.

Morse

K. P.

Dukes

Brady

M. P.

Frain

Duffy

M. L.

(2021). Using an iPad job coaching intervention to enhance food preparation skills for individuals with developmental disabilities. Journal of Vocational Rehabilitation, 55(3), 235–249. https://doi.org/10.3233/JVR-211160

34.

Nabors

Monnin

Jimenez

(2020). A scoping review of studies on virtual reality for individuals with intellectual disabilities. Advances Neurodevelopmental Disorders, 4, 344–356. https://doi.org/10.1007/s41252-020-00177-4

35.

N’Kaoua

Landuran

Sauzéon

(2019). Wayfinding in a virtual environment and down syndrome: The impact of navigational aids. Neuropsychology, 33(8), 1045–1056. https://doi.org/10.1037/neu0000578

36.

Oakley

A. R.

Nikolaus

C. J.

Ellison

Nickols‐Richardson

S. M.

(2019). Food insecurity and food preparation equipment in US households: Exploratory results from a cross-sectional questionnaire. Journal of Human Nutrition and Dietetics, 32(2), 143–151. https://doi.org/10.1111/jhn.12615

37.

Panerai

Catanai

Rundo

Ferri

(2018). Remote home-based virtual training of functional living skills for adolescents and young adults with intellectual disability: Feasibility and preliminary results. Frontiers in Psychology, 19(9), 1730. https://doi.org/10.3389/fpsyg.2018.01730

38.

Park

Bouck

E. C.

Duenas

(2019). The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Technology, 34(1), 3–16. https://doi.org/10.1177/0162643418780464

39.

Sher

Lin

Hong

Tai

K. H.

(2022). Effects of virtual reality on training in food preparation curriculum for vocational high school students with autism spectrum disorder. Educational Innovations and Emerging Technologies, 2(1), 17–32. https://doi.org/10.35745/eiet2022v02.01.0002

40.

Sigafoos

O'Reilly

Cannella

Upadhyaya

Edrisinha

Lancioni

Hundley

Andrews

Garver

Young

(2005). Computer-presented video prompting for teaching microwave oven use to three adults with developmental disabilities. Journal of Behavioral Education, 14(3), 189–201. https://doi.org/10.1007/s10864-005-6297-2

41.

Stierle

Ryan

J. B.

Katsiyannis

Mims

Carlson

Allen

(2023). Using smart phone technology to improve daily living skills for individuals with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 36(5), 1169–1178. https://doi.org/10.1111/jar.13139

42.

Taconet

A. V.

Lombardi

A. R.

Madaus

J. W.

Sinclair

T. E.

Rifenbark

G. G.

Morningstar

M. E.

Langdon

S. N.

(2024). Interventions focused on independent living skills for youth with intellectual disability or autism spectrum disorder. Career Development and Transition for Exceptional Individuals, 47(1), 32–45. https://doi.org/10.1177/21651434231152200

43.

Tarlow

K. R.

(2016). Baseline corrected Tau calculator. https://www.ktarlow.com/stats/tau

44.

Tarlow

K. R.

(2017). An improved rank correlation effect size statistic for single-case designs: Baseline corrected tau. Behavior Modification, 41(4), 427–467. https://doi.org/10.1177/0145445516676750

45.

Van Laarhoven

Van Laarhoven-Myers

(2006). Comparison of three video-based instructional procedures for teaching daily living skills to persons with developmental disabilities. Education and Training in Developmental Disabilities, 41(4), 365–381.

46.

Vannest

K. J.

Ninci

(2015). Evaluating intervention effects in single-case research designs. Journal of Counseling and Development, 93(4), 403–411. https://doi.org/10.1002/jcad.12038

47.

White

O. R.

Haring

N. G.

(1980). Exceptional teaching (2nd ed.). Merrill.

48.

C.-L.

Tsai

Y. H.

(2024). Effects of video prompting with augmented reality on functional living skills of students with intellectual and developmental disabilities. Journal of Special Education Technology, 39(1), 3–14. https://doi.org/10.1177/01626434231170594

Enhancing Independence: Non-Immersive Virtual Reality for Teaching Cooking Skills to High School Students With Intellectual Disability

Abstract

Keywords

Get full access to this article

References