Table 4 Summary of program characteristics by study.
From: Online training programs for adults with disabilities: a systematic review
Study | Aim | Methodology | Duration |
|---|---|---|---|
Arachchi et al. (2021) | Learn how to search the web | IT literacy diagnostic sessions, observation of interactions and web search training workshops. It was developed iteratively, incorporating teaching strategies and usability heuristics adapted to people with intellectual disabilities. | 3 sessions with an interval of 2 months between them. |
Ayuso and Santiago (2022) | Stimulate oral and written communication (communicative interaction, participation, and Average Sentence Length) | Dialogical reading, asking questions, maintaining a dialog, adding more information, and encouraging motivation to tell your opinion | 5 sessions, 45 min session/week |
Bruce et al. (2017) | Train in hazard perception driving skills | Incremental Transfer Learning (ITL) model with multiple treatment concepts (insight and awareness training and commentary driving) | 1 session, 60 min |
Busse et al. (2022) | Learn about aspects of MS and physical activity | Web-based physical activity training with physical therapists using self-management support strategies. Interactive platform (information, selection of activities and a messaging system) The methodology: active learning, guided practice, goal setting, reinforcement, modeling, feedback, and facilitation | 6 sessions with a physiotherapist plus access to web-based activity and education packages |
Chiu et al. (2023) | Train cognitive skills such as concentration and attention, executive functions of working memory and planning, and psychomotor skills | Sessions are divided into basic, intermediate, and advanced part with different tasks. Immediate feedback provided. The complexity of the intervention progressively increases, and a researcher is present in each session | 8 sessions, 60 min |
Curtiss et al. (2023) | Create inclusive educational content on aspects of sexuality following an investigative approach and in a collaborative manner | Participatory action research = discussion, analysis, and co-creation of content | No data |
De Felice et al. (2023) | Gain knowledge about exotic food, animals, antiques, and rare musical instruments | Learning in three formats: real time (live) video call; video recording of the teacher teaching another student; recording of the teacher explaining a lesson. | 1 session, 40 min (video call) and 50 min (answering questionnaires) |
Fjellström et al. (2022) | Train physically (strength, endurance, balance, and flexibility exercises) | Participants watched adapted moderate-intensity PA videos (i.e., less instructions and conversations; easier exercises; longer completion periods and inclusion of a stopwatch; rest periods with instructions to drink water) | 3 sessions/week, 50 min/session for 12 weeks |
Garcia et al. (2023) | Increasing nutrition knowledge and self-efficacy in young adults with ASD as they transition to independent adult life | Pre-recorded cooking demonstrations. Activities with components of SCT (observational learning, self-efficacy, behavioral capability) and evidence-based practices (modeling, prompting and peer-based) | 2 sessions/week, 45 min/session for 12 weeks |
Güdül Öz and Yangın (2021) | Educate about sexual health | Creation of educational web and website content and its evaluation | Six weeks |
Mead et al. (2023) | Train future graduates in biology | Online training program with the same structure and characteristics as the face-to-face training program | 2014–2019 in the face-to-face modality and 2017–2019 in the online modality |
Moëll et al. (2015) | Improve organizational skills and attention | Access to a platform with materials and a messaging system for communication with the coach | 6 weeks |
Rimmer et al. (2022) | Improve health | Classes were held in group format. Each group met weekly with an assigned health advisor who clarified questions and presented new material | 5 sessions/week, 60 min/session for 8 weeks |
Silva de Souza et al. (2018) | Provide efficient interactions with the social environment. Improve locomotion, quality of life and independence | Navigation is carried out in the company of a health professional; first it is by 3D sound orientation and activation by facial signals and then by means of a wheelchair avatar | 1 sessions/month, 60 min/session for 2 months |
St. John et al. (2022) | Inform and provide mental health support and education during COVID-19 | Online training, design, and co-direction of the sessions by some teachers with intellectual disabilities. Sequencing: presentation, mindfulness, news, presentation of content, discussion, and recapitulation | 90 min/session for 6 weeks |
Worobey et al. (2018) | Train in transfer through the web | Description and demonstration of transfer skills, discussion of participants’ deficits in skills, blocked practice of skills with awareness of performance feedback. | 1 session, 60 min |
