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Teaching Food Preparation Skills to People with Intellectual Disabilities: a Literature Overview

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Background 

Food preparation skills are considered very relevant for people with intellectual disabilities. This paper reviewed research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies. Methods 

Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards. Results 

The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.
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Document Type: Research Article

Affiliations: Department of Psychology, University of Leiden, Leiden, the Netherlands

Publication date: September 1, 2002

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