Melinda M. Gibbons

Teaching individuals with intellectual disability to email across multiple device platforms

The purpose of this study was to examine the use of email by people with intellectual disability across multiple technological devices or platforms. Four individuals with intellectual disability participated in this study. Participants were taught how to access and send an email on a Windows desktop computer, laptop, and an iPad tablet device. Results indicated a functional relation. All participants acquired and generalized sending and receiving an email from multiple platforms. Conclusions are discussed about the importance of empowering people with intellectual disability by providing multiple means of expression, including the ability to communicate effectively using a variety of devices.

Using a Mobile App to Teach Individuals with Intellectual Disabilities to Identify Potential Food Allergens

The purpose of this study was to examine the effects of using augmented reality applications to identify potential food allergens. Seven individuals with intellectual disabilities participated. Participants were shown how to use a mobile device equipped with the Red Laser application to identify potential food allergens. Results indicated a functional relation. All participants readily identified possible food allergens using augmented reality and maintained the skill six weeks later. Conclusions are discussed in the context of using augmented reality applications to increase independent living skills for individuals with intellectual disabilities.

Gifted Students From Low-Education Backgrounds

Gifted children from low-education backgrounds often experience barriers to educational and career success. This article reviews the growing body of literature regarding gifted students from low-education backgrounds and the related literature on the challenges and characteristics of first-generation college students. A mother and daughter interview provides a contextual example of the issues identified in the literature review. Implications for educators and practitioners are suggested, including ways in which elementary and middle schools can proactively address the issues facing low-education background students in gifted programs.

Addressing Needs of Children of Incarcerated Parents With Child-Centered Play Therapy

Children experience the ambiguous loss of a parent to incarceration through disruptions in relational attachments, experiences with stigma and shame, and instability. The prolonged grief responses of young children during parental incarceration may necessitate additional therapeutic intervention. This article proposes child-centered play therapy (CCPT) as a culturally and developmentally appropriate intervention to meet the needs of young children of incarcerated parents (CIP) and describes a hypothetical case illustration of CCPT with a child during parental incarceration to demonstrate its application.

How First-Generation College Students Adjust to College:

This study explored the perceived barriers and supports related to college adjustment for first-generation college students at a large public university in the southeastern United States. Using social cognitive career theory as a framework, 15 college students participated in focus groups to discuss their adjustment to college and what they believed would have helped them better prepare for college. A qualitative analysis of themes resulted in identification of various barriers and supports, provided a multifaceted understanding of college adjustment, and highlighted the importance of preparing for college. Implications for career and school counselors are provided.