Abstract

The purpose of this systematic review of using digital activity schedules as an intervention in individuals with autism spectrum disorder and intellectual disabilities is to determine to what extent the current research shows it to be an effective intervention. For articles to be included in this review, they had to use a digitally presented activity schedule, the activity schedule could not be a task analysis of a single activity or a group visual schedule, and the intervention must have been carried out with individuals with autism or intellectual disabilities. Studies meeting the inclusion criteria totaled 17 studies with a total of 58 participants included. The studies focused on the effects of using digital activity schedules to teach leisure skills, independent living skills, and academic skills across various age groups. Settings of the intervention, ages of participants, varying participant characteristics, and What Works Clearinghouse quality indicator standards in each study are examined. Results show that interventions were heavily concentrated in early childhood age groups, teaching leisure activities, and were often combined with other concurrent interventions. Future research should focus on more interventions implemented with individuals in secondary education, independent living skills, and rigorous methodological standards as defined by the What Works Clearinghouse quality indicators.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2024-08-08

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd13391

Keywords

digital activity schedule, autism, intellectual disability, academic skills, independent living, leisure

Language

english

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