TY - JOUR
T1 - The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities
T2 - A Meta-Analysis
AU - Jung, Sojung
AU - Ousley, Ciara
AU - McNaughton, David
AU - Wolfe, Pamela
N1 - Publisher Copyright:
© The Author(s) 2021.
PY - 2022/9
Y1 - 2022/9
N2 - In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.
AB - In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.
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U2 - 10.1177/0162643421989970
DO - 10.1177/0162643421989970
M3 - Article
AN - SCOPUS:85100810099
SN - 0162-6434
VL - 37
SP - 351
EP - 362
JO - Journal of Special Education Technology
JF - Journal of Special Education Technology
IS - 3
ER -