Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training / Kristina N. RANDALL in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.191-200 Titre : Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training Type de document : Texte imprimé et/ou numérique Auteurs : Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Jordan N. STIERLE, Auteur ; Sharon M. WALTERS, Auteur ; William BRIDGES, Auteur Article en page(s) : p.191-200 Langues : Anglais (eng) Mots-clés : community mobility  driving simulator  driving skills  intellectual disability Index. décimale : PER Périodiques Résumé : Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357620985458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training [Texte imprimé et/ou numérique] / Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Jordan N. STIERLE, Auteur ; Sharon M. WALTERS, Auteur ; William BRIDGES, Auteur . - p.191-200. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-4 (December 2021) . - p.191-200 Mots-clés : community mobility  driving simulator  driving skills  intellectual disability Index. décimale : PER Périodiques Résumé : Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357620985458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program / Kristina N. RANDALL in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.124-136 Titre : A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program Type de document : Texte imprimé et/ou numérique Auteurs : Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Shanna E. HIRSCH, Auteur ; Abigail A. ALLEN, Auteur Article en page(s) : p.124-136 Langues : Anglais (eng) Mots-clés : intellectual disability;postsecondary;self-determination;self-monitoring Index. décimale : PER Périodiques Résumé : Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants' knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221121637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program [Texte imprimé et/ou numérique] / Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Shanna E. HIRSCH, Auteur ; Abigail A. ALLEN, Auteur . - p.124-136. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.124-136 Mots-clés : intellectual disability;postsecondary;self-determination;self-monitoring Index. décimale : PER Périodiques Résumé : Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants' knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221121637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

---

1 (1 - 2 / 2)