Teaching food preparation skills to people with intellectual disabilities: A literature overview

Journal of Applied Research in Intellectual Disabilities

Volumn 15, Issue 3, 2002, Pages 236-253

  Lancioni, Giulio E ^a   O'Reilly, Mark F ^b  

^a LEIDEN UNIVERSITY   (Netherlands)

^b UNIVERSITY COLLEGE DUBLIN   (Ireland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036060887     PISSN: 13602322     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1468-3148.2002.00122.x     Document Type: Review

References (85)

1. Agran M., Fodor-Davis J., Moore S. C. & Martella R. C. (1992) Effects of peer-delivered self-instructional training on a lunch-making work task for students with severe disabilities. Education and Training in Mental Retardation 27, 230-240.
2. Alberto P. A., Sharpton W. R. Briggs A. & Stright M. H. (1986) Facilitating task acquisition through the use of a self-operated auditory prompting system. Journal of the Association for Persons with Seven Handicaps 11, 85-91.
3. Anderson M. D., Sherman J. A., Sheldon J. B. & McAdam D. (1997) Picture activity schedules and engagement of adults with mental retardation in a group home. Research in Developmental Disabilities 18, 231-250.
4. Baer D. M. & Schwartz I. S. (1991) If reliance on epidemiology were to become epidemic, we would need to assess its social validity. Journal of Applied Behavior Analysis 24, 231-234.
5. Baker D. J., Fox J. & Albin R. W. (1995) Staff support strategies to increase the involvement of individuals with disabilities in meal preparation. Behavioral Interventions 10, 197-210.
6. Bambara L. M., Ager C. & Koger F. (1994) The effects of choice and task preference on the work performance of adults with severe disabilities. Journal of Applied Behavior Analysis 27, 555-556.
7. Bannerman D. J., Sheldon J. B., Sherman J. A. & Harchik A. E. (1990) Balancing the right to habilitation with the right to personal liberties: the rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of Applied Behavior Analysis 23, 79-89.
8. Barlow D. H. & Hersen M. (1984) Single Case Experimental Designs, 2nd edn. Pergamon, New York.
9. Bergstrom T., Pattavina S., Martella R. C. & Marchand-Martella N. E. (1995) Microwave fun: user-friendly recipe cards. Teaching Exceptional Children 28, 61-63.
10. Book D., Paul T. L., Gwalla-Ogisi N. & Test D. W. (1990) No more bologna sandwiches. Teaching Exceptional Children 22, 62-64.
11. Briggs A., Alberto P., Sharpton W., Berlin K., McKinley C. & Ritts C. (1990) Generalized use of a self-operated audio prompt system. Education and Training in Mental Retardation 25, 381-389.
12. Christian L. & Poling A. (1997) Using self-management procedures to improve the productivity of adults with developmental disabilities in a competitive employment setting. Journal of Applied Behavior Analysis 30, 169-172.
13. Collins B. C., Branson T. A. & Hall M. (1995) Teaching generalized reading of cooking product labels to adolescents with mental disabilities through the use of key words taught by peer tutors. Education and Training in Mental Retardation and Developmental Disabilities 30, 65-75.
14. Connis R. T. (1979) The effects of sequential pictorial cues, self-recording, and praise on the job task sequencing of retarded adults. Journal of Applied Behavior Analysis 12, 355-361.
15. Copeland S. R. & Hughes C. (2000) Acquisition of a picture prompt strategy to increase independent performance. Education and Training in Mental Retardation and Developmental Disabilities 35, 294-305.
16. Davis C. A., Brady M. P., Williams R. E. & Burta M. (1992) The effects of self-operated auditory prompting tapes on the performance fluency of persons with severe mental retardation. Education and Training in Mental Retardation 27, 39-50.
17. Dixon L. S. (1981) A functional analysis of photo-object matching skills of severely retarded adolescents. Journal of Applied Behavior Analysis 14, 465-478.
18. Dunnett J. (1990) A visual assessment of a young multiply handicapped girl and an associated teaching programme. Child: Care, Health and Development 16, 355-363.
19. Felce D. & Perry J. (1995) Quality of life: its definition and measurement. Research in Developmental Disabilities 16, 51-74.
20. Felce D. & Toogood S. (1988) Close to Home. BIMH Publications, Kidderminster, UK.
21. Ferretti R. P., Cavalier A. R., Murphy M. J. & Murphy R. (1993) The self-management of skills by persons with mental retardation. Research in Developmental Disabilities 14, 189-205.
22. Giere S., Rudrud E. & McKay S. (1989) A functional approach to meal planning, preparation, and shopping skills. Australia and New Zealand Journal of Developmental Disabilities 15, 81-97.
23. Gines D. J., Schweitzer J. R., Queen-Autrey T. & Carthon P. (1990) Use of color-coded food photographs for meal planning by adults with mental retardation. Mental Retardation 28, 189-190.
24. Gow L. & Ward J. (1984) The use of photographs as stimulus materials in programming for generalization with mentally retarded persons. Australia and New Zealand Journal of Developmental Disabilities 10, 69-79.
25. Green C. W. & Reid D. H. (1994) A comprehensive evaluation of a train-the-trainers model for training education staff to assemble adaptive switches. Journal of Developmental and Physical Disabilities 6, 219-238.
26. Griffen A. K., Wolery M. & Schuster J. W. (1992) Triadic instruction of chained food preparation responses: acquisition and observational learning. Journal of Applied Behavior Analysis 25, 193-204.
27. Griffiths J. (1984) Eggy bread and paddy's bacon: instances of the traffic in knowledge in a classroom for children with severe learning difficulties. Journal of Curriculum Studies 16, 67-74.
28. Grisham-Brown J., Schuster J. W., Hemmeter M. L. & Collins B. C. (2000) Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education 10, 139-162.
29. Hall M. G., Schuster J. W., Wolery M., Gast D. L. & Doyle P. M. (1992) Teaching chained skills in a non-school setting using a divided half instructional format. Journal of Behavioral Education 2, 257-279.
30. Horsfall D. & Maggs A. (1986) Cooking skills instruction with severely multiply handicapped adolescents. Australia and New Zealand Journal of Developmental Disabilities 12, 177-186.
31. Huang W. & Cuvo A. J. (1997) Social skills training for adults with mental retardation in job-related settings. Behavior Modification 21, 3-44.
32. Johnson B. F. & Cuvo A. J. (1981) Teaching mentally retarded adults to cook. Behavior Modification 5, 187-202.
33. Johnson R. R. & Miltenberger R. G. (1996) The direct and generalized effects of self-instructions and picture prompts on vocational task performance. Behavioral Interventions 11, 19-34.
34. Jones G. Y. & Collins B. C. (1997) Teaching microwave skills to adults with disabilities: acquisition of nutrition and safety facts presented as nontarget information. Journal of Developmental and Physical Disabilities 9, 59-78.
35. Kayser J. E., Billingsley F. F. & Neel R. S. (1986) A comparison of in-context and traditional instructional approaches: total task, single trial versus backward chaining, multiple trials. Journal of the Association for Persons with Severe Handicaps 11, 28-38.
36. Kazdin A. E. (1982) Single Case Research Designs. Oxford University Press, Oxford, UK.
37. Kern L., Vorndran C. M., Hilt A., Ringdahl J. E., Adelman B. E. & Dunlap G. (1998) Choice as an intervention to improve behavior: a review of the literature. Journal of Behavioral Education 8, 151-169.
38. Kneringer M. J. & Page T. J. (1999) Improving staff nutritional practices in community-based group homes: evaluation, training, and management. Journal of Applied Behavior Analysis 32, 221-224.
39. Krantz P. J., MacDuff M. T. & McClannahan L. E. (1993) Programming participation in family activities for children with autism: parents' use of photographic activity schedules. Journal of Applied Behavior Analysis 26, 137-138.
40. Lancioni G. E., Dijkstra A. W., O'Reilly M. F., Groeneweg J. & Van den Hof E. (2000a) Frequent versus nonfrequent verbal prompts delivered unobtrusively: their impact on the task performance of adults with intellectual disability. Education and Training in Mental Retardation and Developmental Disabilities 35, 428-433.
41. Lancioni G. E., Klaase M. & Goossens A. (1995) Pictorial vs. auditory prompt systems for promoting independent task performance in adolescents with multiple handicaps. Behavioral Interventions 10, 237-244.
42. Lancioni G. E., Oliva D., Raimondi D. & Ciattaglia F. (1989) Occupational engagement of low-functioning individuals: extending the applicability of a computer-aided programme. Journal of Mental Deficiency Research 33, 313-322.
43. Lancioni G. E. & O'Reilly M. F. (2001) Self-management of instruction cues for occupation: review of studies with people with severe and profound developmental disabilities. Research in Developmental Disabilities 22, 41-65.
44. Lancioni G. E., O'Reilly M. F., Seedhouse P., Furniss F. & Cunha B. (2000b) Promoting independent task performance by persons with severe developmental disabilities through a new computer-aided system. Behavior Modification 24, 700-718.
45. Lancioni G. E., O'Reilly M. F., Van den Hof E., Furniss F., Seedhouse P. & Rocha N. (1999a) Task instructions for persons with severe intellectual disability: reducing the number of instruction occasions after the acquisition phase. Behavioral Interventions 14, 199-211.
46. Lancioni G. E., Van den Hof E., Boelens H., Rocha N. & Seedhouse P. (1998) A computer-based system providing pictorial instructions and prompts to promote task performance in persons with severe developmental disabilities. Behavioral Interventions 13, 111-122.
47. Lancioni G. E., Van den Hof E., Furniss F., O'Reilly M. F. & Cunha B. (1999b) Evaluation of a computer-aided system providing pictorial task instructions and prompts to people with severe intellectual disability. Journal of Intellectual Disability Research 43, 61-66.
48. Likins M., Salzberg C. L., Stowitschek J. J., Lignugaris/Kraft B. & Curl R. (1989) Co-worker implemented job training: the use of coincidental training and quality-control checking on the food preparation skills of trainees with mental retardation. Journal of Applied Behavior Analysis 22, 381-393.
49. Livi J. & Ford A. (1985) Skill transfer from a domestic training site to the actual homes of three moderately handicapped students. Education and Training of the Mentally Retarded 20, 69-82.
50. Marchand-Martella N. E., Smith M. A. H. & Agran M. (1992) Food preparation and meal planning for persons with disabilities: a review of the literature. B. C. Journal of Special Education 16, 13-28.
51. Martin G. & Pear J. (1996) Behavior Modification: What it Is and How to Do It, 5th edn. Prentice Hall, Upper Saddle River, NJ, USA.
52. Martin J. E. & Rusch F. R. (1987) Use of the partial-sequential withdrawal design to assess maintenance of mentally retarded adults' acquired meal preparation skills. Research in Developmental Disabilities 8, 389-399.
53. Martin J. E., Rusch F. R. & Heal L. W. (1982a) Teaching community survival skills to mentally retarded adults: a review and analysis. Journal of Special Education 16, 243-267.
54. Martin J. E., Rusch F. R., James V. L., Decker P. J. & Trtol K. A. (1982b) The use of picture cues to establish self-control in the preparation of complex meals by mentally retarded adults. Applied Research in Mental Retardation 3, 105-119.
55. Matson J. L. (1979) A field tested system of training meal preparation skills to the retarded. British Journal of Mental Subnormality 25, 14-18.
56. Melton J. (1998) How do clients with learning disabilities evaluate their experience of cooking with the occupational therapist? British Journal of Occupational Therapy 61, 106-110.
57. Miltenberger R. (1997) Behavior Modification: Principles and Procedures, Brooks/Cole, New York.
58. Moldofsky Z. (2000) Meals made easy: a group program at a food bank. Social Work with Groups 23, 83-96.
59. Montgomery A. J., O'Reilly M. F., Lancioni G. E., Furniss F., Rocha N., Cunha B. & Seedhouse P. (1996) Identifying computer assisted instruction for people with severe intellectual disabilities: a literature review. European Journal on Mental Disability 3, 32-46.
60. Pierce K. L. & Schreibman L. (1994) Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis 27, 471-481.
61. Richards S. B., Taylor R. L., Ramasamy R. & Richards R. Y. (1999) Single Subject Research: Applications in Educational and Clinical Settings. Wadsworth Publishing, London.
62. Robinson-Wilson M. A. (1977) Picture recipe cards as an approach to teaching severely and profoundly retarded adults to cook. Education and Training of the Mentally Retarded 12, 69-73.
63. Rodi M. S. & Hughes C. (2000) Teaching communication book use to a high school student using a milieu approach. Journal of the Association for Persons with Severe Handicaps 25, 175-179.
64. Sanders M. R. & Parr J. M. (1989) Training developmentally disabled adults in independent meal preparation. Behavior Modification 13, 168-191.
65. Schleien S. J., Ash T., Kiernan J. & Wehman P. (1981) Developing independent cooking skills in a profoundly retarded woman. Journal of the Association for Persons with Severe Handicaps 6, 23-29.
66. Schloss P. J., Alexander N., Hornig E., Parker K. & Wright B. (1993) Teaching meal preparation vocabulary and procedures to individuals with mental retardation. Teaching Exceptional Children 25, 7-12.
67. Schloss P. J., Alper S., Watkins C. & Petrechko L. (1996) I can cook! A template system for teaching meal-preparation skills. Teaching Exceptional Children 28, 39-42.
68. Schuster J. W., Gast D. L., Wolery M. & Guiltinan S. (1988) The effectiveness of a constant time-delay procedure to teach chained responses to adolescents with mental retardation. Journal of Applied Behavior Analysis 21, 169-178.
69. Schuster J. W. & Griffen A. K. (1991) Using constant time delay to teach recipe following skills. Education and Training in Mental Retardation 26, 411-419.
70. Schuster J. W. & Griffen A. K. (1993) Teaching a chained task with a simultaneous prompting procedure. Journal of Behavioral Education 3, 299-315.
71. Schuster J. W., Griffen A. K. & Wolery M. (1992) Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation. Journal of Behavioral Education 2, 305-325.
72. Singh N. N., Oswald D. P., Ellis C. R. & Singh S. D. (1995) Community-based instruction for independent meal preparation by adults with profound mental retardation. Journal of Behavioral Education 5, 77-91.
73. Sinson J. C. (1994) Normalization and community integration of adults with severe mental handicap relocated to group homes. Journal of Developmental and Physical Disabilities 6, 255-270.
74. Steed S. E. & Lutzker J. R. (1997) Using picture prompts to teach an adult with developmental disabilities to independently complete vocational tasks. Journal of Developmental and Physical Disabilities 9, 117-133.
75. Stokes T. F. & Baer D. M. (1977) An implicit technology of generalization. Journal of Applied Behavior Analysis 10, 349-367.
76. Sullivan C. A. C., Vitello S. J. & Foster W. (1988) Adaptive behavior of adults with mental retardation in a group home: an intensive case study. Education and Training in Mental Retardation 23, 76-81.
77. Taylor R. G. (1987) Teaching a severely handicapped deaf-blind young woman to prepare breakfast foods. Journal of Visual Impairment and Blindness 81, 67-69.
78. Test D. W., Keul P. K., Williams B., Slaughter M. & Allen C. (1992) Evaluating performance in a workstation. Education and Training in Mental Retardation 27, 335-344.
79. Trask-Tyler S. A., Grossi T. A. & Reward W. L. (1994) Teaching young adults with developmental disabilities and visual impairments to use tape-recorded recipes: acquisition, generalization, and maintenance of cooking skills. Journal of Behavioral Education 4, 283-311.
80. Wacker D. P., Berg W. K., Berrie P. & Swatta P. (1985) Generalization and maintenance of complex skills by severely handicapped adolescents following picture prompt training. Journal of Applied Behavior Analysis 18, 329-336.
81. Wolery M., Ault M. J., Gast D. L, Doyle P. M. & Griffen A. K. (1991) Teaching chained tasks in dyads: acquisition of target and observational behaviors. Journal of Special Education 25, 198-220.
82. Wolery T. D., Schuster J. W. & Collins B. C. (2000) Effects on future learning of presenting non-target stimuli in antecedent and consequent conditions. Journal of Behavioral Education 10, 77-94.
83. Woods T. S. (1987) Programming common antecedents: a practical strategy for enhancing the generality of learning. Behavioural Psychotherapy 15, 158-180.
84. Wright C. W. & Schuster J. W. (1994) Accepting specific versus functional student responses when training chained tasks. Education and Training in Mental Retardation and Developmental Disabilities 29, 43-56.
85. Zhang J., Gast D., Horvat M. & Dattilo J. (2000) Effect of a constant time delay procedure on motor skill completion durations. Education and Training in Mental Retardation and Developmental Disabilities 35, 317-325.