The effectiveness of different types of adult learning practices for promoting practitioner and parent use of different kinds of assistive technology and adaptations with young children of 18–105 months of age was the focus of a research synthesis described in this chapter. Six operationally defined adult learning methods and between two and five practices for each method were used to code and analyze the results for both adult (practitioner and parent) and child outcomes. The assistive technology and adaptations that were the focus of training included speech generative devices (e.g., CheapTalk), computers (e.g., adapted keyboards), and switch-activated devices and toys. Results showed that a combination of five or six of the most effective adult learning method practices were associated with the largest differences in both adult and child outcomes, but that few studies included the most effective practices. The relationship between the number of practices and the study outcomes was moderated by the type of training (individual vs. group) and whether the training included in vivo use of the devices with children with disabilities. The results point to at least several factors that explain non-use of assistive technology with young children with disabilities and highlight the need for better designed and implemented training.
Dunst, C.J. and Hamby, D.W. (2015), "Research Synthesis of Studies for Promoting Parent and Practitioner Use of Assistive Technology and Adaptations with Young Children with Disabilities", Efficacy of Assistive Technology Interventions (Advances in Special Education Technology, Vol. 1), Emerald Group Publishing Limited, pp. 51-78. https://doi.org/10.1108/S2056-769320150000001003Download as .RIS
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