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Direct linkJiwon Lee; A. J. Schwichtenberg; Donald Bliwise; Syeda Zahra Ali; Matthew J. Hayat; Patricia C. Clark; Regena Spratling – Journal of Developmental and Physical Disabilities, 2024
Mothers of school-aged children ages 3 to 17 years with developmental disabilities (DDs) commonly report sleep problems in their children associated with impaired maternal sleep. However, existing research relies heavily on mothers' self-reported sleep. This study aimed to determine the feasibility of objectively measuring child and mother…
Descriptors: Mothers, Children, Adolescents, Developmental Disabilities
Humberto Peña Jr.; Carly Blustein Gilson; Dongjin Kwon; Luis Morissette; Zoey Du – Journal of Inclusive Postsecondary Education, 2024
Poor social skills is a leading factor why individuals with intellectual and developmental disabilities (IDD) lose their jobs. Fortunately, the use of technology has made learning and teaching social skills more seamless and integrated in employment contexts. We conducted a multiple-probe-across-participants single-case experimental design study…
Descriptors: Interpersonal Competence, Students with Disabilities, College Students, Intellectual Disability
Brittney M. Sureshkumar; Kimberley L. M. Zonneveld – Journal of Applied Behavior Analysis, 2024
Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video-prompting…
Descriptors: Telecommunications, Computer Mediated Communication, Video Technology, Health Services
Anna M. Brady-Ruehs; Adam Carreon; Toni Van Laarhoven; Jesse Johnson; Lynette Chandler – Education and Treatment of Children, 2024
This study used an adapted alternating treatments design to compare the effectiveness of two different procedures for fading video prompts for teaching two individuals with developmental disabilities and moderate intellectual disability to independently perform two different daily living tasks. The tasks were systematically faded from video…
Descriptors: Developmental Disabilities, Students with Disabilities, Instructional Effectiveness, Video Technology
Chu-Lung Wu; Yi-Hsuan Tsai – Journal of Special Education Technology, 2024
Training functional living skills is crucial for students with intellectual and developmental disabilities (IDDs) because they are directly related to their independence. The aim of this study was to explore the effect of an augmented reality (AR)-based video prompting (VP) teaching model on the learning of functional living skills among…
Descriptors: Computer Simulation, Daily Living Skills, Students with Disabilities, Intellectual Disability
Hui-Ting Wang; Pei-Jung Chen; Fang-Yu Lin; Ming-Chung Chen; Shin-Tzu Hu – Education and Training in Autism and Developmental Disabilities, 2024
Effective professional development is critical for improving implementation of evidence-based practices (EBPs) in special education. The present systematic review sought to gather evidence exploring the effects and key components of in-service special education teacher training in EBPs. This review identifies six essential components of training…
Descriptors: Faculty Development, Special Education Teachers, Evidence Based Practice, Program Effectiveness
