Research Paper Adults with intellectual disabilities: Case studies using everyday technology to support daily living skills Kathleen Golisz 1 , Amiya Waldman-Levi 2,3 , Richard P Swierat 4 and Joan Toglia 5 Abstract Introduction: Adults with intellectual developmental disorders may have difficulties undertaking activities of daily living. This study aimed to identify changes in independence in activities of daily living following learning support using individualized everyday technologies. Method: A double-baseline case study design explored the use of everyday technology applications and devices to support functional performance of three men aged 32, 33, and 55 years, with mild to moderate intellectual disabilities. Performance of selected tasks was video-recorded and analysed on four occasions for each participant. Baselines were recorded twice before intervention to ensure the participant’s performance of the selected task was consistent. The intervention video was recorded at the midpoint of the participant’s engagement in the study. Post-intervention video was recorded approximately 1 month after the intervention ended. Results: All three participants’ functional performance of an activity of daily living task improved in accuracy and efficiency as cues from support workers were gradually faded. After the learning support ceased, technology continued to provide environmental support of participants’ ongoing independence and efficient performance of the activity. Conclusion: Everyday technology applications and devices can be utilized together with a guided and structured client-centred approach and task-specific training with individuals with disability and learning difficulties. Keywords Intellectual developmental disorders, technology, activities of daily living Received: 5 August 2017; accepted: 19 February 2018 Introduction Neurodevelopmental disorders can result in intellectual developmental disorders (IDD) with learning disabilities and adaptive functioning impairments (American Psychiatric Association, 2013; British Psychological Society (BPS), 2015; Carulla et al., 2011). Young and older adults with IDD frequently require assistance per- forming activities of daily living (ADL; Van Naarden et al., 2009). Many of them live at home with support from family members or in various housing arrangements, which provide differential supervision and assistance (Aronow and Hahn, 2005; Taylor and Hodapp, 2012). With support for learning, individuals with IDD may be able to learn adaptive behaviours and life skills to lead fulfilling lives of relative independence in their communities. Learning supports aimed at improving functional performance can be divided into those that are technol- ogy-based and person-based that use family or caregiver support. Technology-based learning supports include the use of task timers and task sequencing apps that can be displayed on smart phones or tablet devices such as an iPad. They share the goal of using socially acceptable and appealing technology to replace reliance on cues or direction from a support person. This can enhance inde- pendent and efficient acquisition of a desired task at an individual’s own pace (Kagohara et al., 2011; Kagohara et al., 2013). Person-based learning supports (non-technology) aim to increase independent and/or efficient acquisition of a desired task by providing individuals with assistance 1 Professor and Associate Dean, School of Health and Natural Sciences, Mercy College, New York, USA 2 Associate Professor, Department of Occupational Therapy, Long Island University, USA 3 Adjunct Lecturer, Mercy College, New York, USA 4 Executive Director, Arc of Westchester, USA 5 Professor and Dean, School of Health and Natural Sciences, Mercy College, New York, USA Corresponding author: Kathleen Golisz, School of Health and Natural Sciences, Mercy College, 555 Broadway, Dobbs Ferry, New York, USA. Email: kgolisz@mercy.edu British Journal of Occupational Therapy 1–11 ! The Author(s) 2018 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0308022618764781 journals.sagepub.com/home/bjot