Prevalent Interventions for Development of Daily Living Skills in Educational Setting

Literature Review

Prevalent Interventions for Development of Daily Living Skills in Educational Setting

Hypotheses on the development of daily living skills in an educational setting are multifaceted but, appear not to be well grounded in both practices and issue specific intervention strategies. The gap in knowledge seems to be failing to offer theoretical frameworks in defining intervention strategies that are specific to the education setting. According to Ramdoss et al. (2011), a computer-based model is an intervention strategy that focuses on individuals with intellectual disabilities. Although Ramdoss et al. (2011) provide a theoretical model of integrating both the computer model and elements of intellectual disabilities, the model is focusing solely on taught skills (grocer purchase) rather than establishing a holistic model that encourage the understanding of different sub-domain skills that are necessary for linking specific developed daily skills.
Within the framework of Ramdoss et al. (2011), criterion and hypothesis discussed, new researches including Smith et al. (2016); Gardner and Wolfe (2013) have offered a new paradigm in understanding issue-specific intervention strategies for the development of daily living skills. Gardner and Wolfe (2013) succeed in developing autism specific video modeling that targeted different functional skills. Unlike Ramdoss et al. (2011) that focused on a theoretical model of technology-based learning, Gardner and Wolfe (2013) and Smith et al.

(2016) have targeted specific skills through technology-enhanced methods. Specifically, Gardner and Wolfe (2013) succinctly integrated social learning theory in education and how technology invokes the theory in developing task-specific functional skills with regulated and unregulated independence among the targeted population (autism spectrum disorders).
A growing body of literature has developed thesis statements that agree with Gardner and Wolfe (2013). Cullen, Simmons, and Weaver (2017) research show that much work on the development of daily living skills in an educational setting is now concentrating on adaptive behavior scales on intellectual and developmental disabilities. On the other hand, Bouk (2010) research investigated life skills training for learners with intellectual abilities. Bouk (2010) research relied on cognitive theory in supporting learning in special education. The three studies (Bouk, 2010; Cullen et al., 2017; Gardner & Wolfe, 2013) have reached a consensus that life skills training provide a working basis for special education.
Daily Living Skill Deficits for Students with Intellectual Disabilities
Researches on daily living skills are to have a goal-oriented model that enhances the quality of life. Studies have taken cohort studies to establish methods of improving task independence. Such studies include Fagerlund et al. (2013) that focused on foetal alcohol spectrum disorders (FASD). Fagerlund et al. (2013) found that participants with FASD had diminishing performance when compared with intelligent quotient matched children with a specific learning disorder. While the study (Fagerlund et al., 2013) succeeded in incorporating error correction procedure in finding a correlation between FASD and adaptive behaviors in children, it fails to provide a mechanism for measuring decreasing or low trend in performance and error correction models that help measure the intelligent quotient and diminishing performance in FASD. The gap in knowledge Fagerlund et al. (2013) offers invites a review of Zhu et al. (2016) study that noted that there is a correlation between adaptive behavior and better living standards.
Nonetheless, the convergence between the two types of research (Fagerlund et al., 2013; Zhu et al., 2016) is that adaptive tendencies should be assessed as two related factors to help in the determination of a diagnosis of intellectual disability. Again, there are inherent challenges in teaching daily living skills such as learners’ and teachers’ attitudes that Ruteere, Mwoama, and Mutia (2015) mention but, lacking in Zhu et al. (2016) theoretical model. Aykut (2012) has already noted an inconsistency with the methodologies however, focusing on “most-to-least prompt procedures” subjected the study (Aykut (2012’s) to much criticism and has been strongly challenged by Zhu et al. (2016) for adopting a methodology (most-to-least prompt procedures) that does not allow effective measurement of teaching methods on skills acquisitions.
References
Åse, F., Ilona, A. R., Mirjam, K., Pekka, S., Eugene, H. H., Sarah, M. N., & Marit, K. (2012). Adaptive behavior in children and adolescents with foetal alcohol spectrum disorders: a comparison with a specific learning disability and typical development. European child & adolescent psychiatry, 21(4), 221-231.
Aykut, C. (2012). Effectiveness and Efficiency of Constant-Time Delay and Most-to-Least Prompt Procedures in Teaching Daily Living Skills to Children with Intellectual Disabilities. Educational Sciences: Theory and Practice, 12(1), 366-373.
Bouck, E. C. (2010). Reports of life skills training for students with intellectual disabilities in and out of school. Journal of Intellectual Disability Research, 54(12), 1093-1103.
Cullen, J. M., Simmons‐Reed, E. A., & Weaver, L. (2017). Using 21st-century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities. Psychology in the Schools, 54(9), 965-978.
Gardner, S., & Wolfe, P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research and Practice for Persons with Severe Disabilities, 38(2), 73-87.
Ramdoss, S., Lang, R., Fragale, C., Britt, C., O’Reilly, M., Sigafoos, J., & Lancioni, G. E. (2012). Use of computer-based interventions to promote daily living skills in individuals with intellectual disabilities: A systematic review. Journal of Developmental and Physical Disabilities, 24(2), 197-215.
Ruteere, R. K., Mutia, J. M., Mwoma, T., & Runo, M. (2015). Challenges Experienced in Teaching Daily Living Skills to Learners with Mental Retardation. Journal of Education and Practice, 6(18), 159-163.
Smith, K. A., Ayres, K. A., Alexander, J., Ledford, J. R., Shepley, C., & Shepley, S. B. (2016). Initiation and generalization of self-instructional skills in adolescents with autism and intellectual disability. Journal of autism and developmental disorders, 46(4), 1196-1209.
Tassé, M. J., Luckasson, R., & Schalock, R. L. (2016). The relation between intellectual functioning and adaptive behavior in the diagnosis of intellectual disability. Intellectual and developmental disabilities, 54(6), 381-390.
Zhu, Z., Li, W., Zhan, J., Hu, L., Wu, L., & Zhao, Z. (2016). Adaptive behavior of Chinese boys with fragile X syndrome. Journal of Intellectual Disability Research, 60(1), 1-8.