Rachel Wright

Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students with Intellectual Disabilities and Autism.

Abstract The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e., acquisition of science vocabulary words) design. Data were collected on each students ability to define and label three sets of science vocabulary words (i.e., bones, organs, and plant cells). The results indicate that all students acquired definition and labeling knowledge for the new science vocabulary terms. Results are discussed in the context of applying universal design principles with emerging technologies to create authentic opportunities for students with intellectual disabilities and autism spectrum disorders to learn science vocabulary. (Keywords: augmented reality, autism, intellectual disability, science vocabulary, universal design for learning)

Effects of Digital Navigation Aids on Adults With Intellectual Disabilities Comparison of Paper Map, Google Maps, and Augmented Reality

The purpose of this study was to compare the effects of three different navigation aids with students with intellectual disability. Participants included six college-aged students with intellectual disability who attended a postsecondary education program. An adapted alternating treatment design was used to compare a paper map, Google Maps on a mobile device, and an augmented reality navigation application. The results indicated that the augmented reality navigation application was functionally the most effective condition. Conclusions are discussed in the context of supporting people with intellectual disability by teaching navigation skills.

Augmented Reality as a Navigation Tool to Employment Opportunities for Postsecondary Education Students With Intellectual Disabilities and Autism

Abstract The purpose of this study was to examine the effects of location-based augmented reality navigation compared to Google Maps and paper maps as navigation aids for students with disabilities. The participants in this single subject study were three college students with intellectual disability and one college student with autism spectrum disorder. The study measured their ability to independently make navigation decisions in order to travel to unknown business locations in a city. All students attended a postsecondary education college-based program. Results indicated that students traveled more successfully using augmented reality compared to Google Maps and a paper map. Conclusions are discussed in the context of reducing barriers related to employment. (Keywords: augmented reality, intellectual disabilities, mobile devices, navigation, postsecondary education, transition)

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.

Examining Augmented Reality to Improve Navigation Skills in Postsecondary Students With Intellectual Disability

The purpose of this study was to examine the effects of using mobile technology to improve navigation skills in three students with intellectual disability (ID) in a postsecondary education program. Navigation skills included using an augmented reality iPhone app to make correct “waypoint” decisions when traveling by foot on a university campus to target destinations. The results indicate that all students improved their navigation skills. Findings are discussed in the context of teaching the use of mobile technology to improve wayfinding skills in students with ID.

Evaluating Augmented Reality to Complete a Chain Task for Elementary Students with Autism.

The purpose of this study was to examine the effects of augmented reality to teach a chain task to three elementary-age students with autism spectrum disorders (ASDs). Augmented reality blends digital information within the real world. This study used a marker-based augmented reality picture prompt to trigger a video model clip of a student brushing her teeth. All students learned how to brush their teeth independently and maintained the skill 9 weeks later with the introduction of augmented reality. Theoretical and teacher implications are discussed in the context of using new technologies to teach students with ASDs.

A Social-Cognitive Exploration of the Career and College Understanding of Young Adults with Intellectual Disabilities

Students with intellectual disabilities (ID) are less likely to continue their education or become employed after high school. Although transition services are provided, little is known about students’ understanding of their post-high school options. Using a social cognitive framework, the authors interviewed students with ID to determine their career and college understanding. Qualitative content analysis revealed varying amounts of perceived barriers and supports, including limited college and career knowledge. This article includes implications for school counselors.

Response prompting for intelligent robot instruction of students with intellectual disabilities

Instruction of students with intellectual disability (ID) presents both unique challenges and a compelling opportunity for socially embedded robots to empower an important group in our population. We propose the creation of an autonomous, intelligent robot instructor (IRI) to teach socially valid life skills to students with ID. We present the construction of a complete IRI system for this purpose. Experimental results show the IRI is capable of teaching a non-trivial life skill to students with ID, and participants feel interaction with the IRI is beneficial.