ABSTRACT
BACKGROUND: Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent oral hygiene is an essential life skill for people with ID. MATERIALS AND METHODS: Four children with intellectual disabilities (two males and two females, ages 7-11) participated in the experiment. We employed the KinectTM V2 sensor to gamify oral hygiene skill training. Specifically, a non-concurrent multiple baseline design was adopted to demonstrate the relation between game-based intervention and independent oral hygiene skills. RESULTS: All students learned how to brush their teeth independently and maintained the skill 4 weeks later with the introduction of the game-based training. Social validity results showed the teachers and parents considered the video game was useful. CONCLUSIONS: The proposed Kinect-based video game might be used for effective training of elementary students with ID to improve oral hygiene independently.
Subject(s)
Intellectual Disability , Video Games , Child , Female , Humans , Male , Oral Hygiene , StudentsABSTRACT
BACKGROUND: Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent automated teller machine (ATM) skills are an essential life skill for people with intellectual disabilities. MATERIALS AND METHODS: Three junior high school students in a special education class participated in the experiment. We employed the augmented reality (AR) technology to gamify ATM skill training. Specifically, a multiple baseline design was adopted to demonstrate the relation between game-based intervention and using an ATM independently. RESULTS: Data showed that the percentage of correct task steps increased among all three participants. Social validity results showed the teachers considered the AR game was very useful and it had helped their students learn the ATM skills effectively. CONCLUSIONS: The proposed AR game can be used for effective training of students with intellectual disabilities using an ATM independently.
Subject(s)
Activities of Daily Living , Augmented Reality , Intellectual Disability/rehabilitation , Occupational Therapy/methods , Video Games , Adolescent , Education, Special , Female , Humans , Male , StudentsABSTRACT
BACKGROUND: Individuals with intellectual disabilities (ID) may have difficulties in performing daily living tasks. Among other daily living tasks, independent personal hygiene is an essential life skill for people with ID. MATERIALS AND METHODS: Four children in a special education class participated in the experiment. We employed the Kinect V2 sensor to gamify hand washing. Specifically, a non-concurrent multiple baseline design was adopted to demonstrate the relation between game-based intervention and washing hands independently. RESULTS: Data showed that the percentage of correct task steps increased among all four participants. Social validity results showed the parents considered the video game was very useful and it had helped their children learn the hand hygiene skills effectively. CONCLUSIONS: Although the game is a highly accepted training tool for school-use, it currently remains error-prone. A more technically robust system will likely result in higher participant motivation and task performance.
Subject(s)
Conditioning, Operant , Disabled Children/rehabilitation , Education, Special/methods , Hand Hygiene , Intellectual Disability/rehabilitation , Video Games , Child , Female , Humans , Male , Treatment OutcomeABSTRACT
OBJECTIVE: This paper contributes to research investigating the effectiveness of video game intervention in shower training of children with autism spectrum disorders. Previous studies have supported the use of video games in special education. METHODS: We employed the Kinect sensor to gamify shower training. Specifically, a non-concurrent multiple baseline design was adopted to demonstrate the relation between game-based intervention and taking a shower independently. Six children in a special education class at a regular elementary school participated in the experiment. RESULTS: Data showed that the percentage of correct task steps significantly increased among all six participants; motivation to engage in training was enhanced as well, thus improving task performance during the intervention and maintenance phases. CONCLUSIONS: Although the game is a promising and highly accepted training tool for school-use, it currently remains error-prone, and the requested demand exceeds the support that can be provided by special education teachers. A more technically robust system, combined with additional attractive games, will likely result in higher participant motivation and superior task performance.
Subject(s)
Autistic Disorder/rehabilitation , Early Intervention, Educational/methods , Hygiene/education , Neurological Rehabilitation/methods , Self Care/methods , Video Games , Child , Humans , MotivationABSTRACT
This study assessed the possibility of training three people with cognitive impairments using a computer-based interactive game. A game was designed to provide task prompts in recycling scenarios, identify incorrect task steps on the fly, and help users learn to make corrections. Based on a multiple baseline design, the data showed that the three participants considerably increased their target response, which improved their vocational job skills during the intervention phases and enabled them to maintain the acquired job skills after intervention. The practical and developmental implications of the results are discussed.
Subject(s)
Employment, Supported , Intellectual Disability/rehabilitation , Recycling , Rehabilitation, Vocational/methods , Therapy, Computer-Assisted , Video Games , Adult , Female , Humans , Male , Young AdultABSTRACT
This study assessed the possibility of training three people with cognitive impairments using an augmented reality (AR)-based task prompting system. Using AR technology, the system provided picture cues, identified incorrect task steps on the fly, and helped users make corrections. Based on a multiple baseline design, the data showed that the three participants considerably increased their target response, which improved their vocational job skills during the intervention phases and enabled them to maintain the acquired job skills after intervention. The practical and developmental implications of the results are discussed.
