Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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Analysis of Trends and Quality Indicators of Single-Case Research on Teaching Independent Living Skills for Adults with Intellectual Disabilities
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2023, 24(3), pp.135-163
- DOI : 10.19049/JSPED.2023.24.3.06
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : August 9, 2023
- Accepted : September 9, 2023
- Published : September 30, 2023
Kang, Sunyoung
1,
Yu Ri Kim
2
1이화여자대학교 특수교육학과
2이화여자대학교
Accredited
ABSTRACT
[Purpose] This study aimed to improve the understanding of independent living skills interventions for adults with intellectual disabilities and provide insights into educational support for people with intellectual disabilities in adulthood. [Method] According to the inclusion criteria, 17 articles were selected. Research trends were analyzed based on the year of publication, research participants, independent variables, dependent variables, study design and procedures, and the qualitative aspects of each article were evaluated based on quality indicators proposed by the CEC. [Results] The majority(70.6%) of participants in the studies were under the age of 29. The types of independent variables used in the studies were categorized as prompting strategies, reinforcement strategies, self-management interventions, and assistive technology interventions. For the dependent variable, sub-skills of independent living skills included healthcare, cooking, wayfinding, and cleaning. The majority of single-subject studies presented findings using a multiple baseline design and analyses of the intervention settings showed that the interventions were delivered in educational or residential settings. When analyzed in terms of CEC qualitative indicators, no study met all indicators, with an average of 80.6%. [Conclusion] Research on independent living skills interventions for adults with intellectual disabilities needs to be expanded to include middle-aged and older adults, and educational support in the context of lifelong education needs to be expanded in quantity and quality. Furthermore, more well-designed and well-executed single-subject studies are needed to determine the best practice in independent living skills interventions for adults with intellectual disabilities.
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