Interventions to Teach Grocery Shopping Skills to Students with Intellectual Disabilities: Literature Review

다국어 초록 (Multilingual Abstract)

The current article reviews interventions in teaching grocery shopping skills to students with intellectual disabilities. Studies conducted in the U.S. in the past 20 years were identified based on the following criteria: (a) empirical study, (b) purpose of study, (c) participants’disabilities, and (d) participants’ school level. Seventeen empirical studies were identified and reviewed for this article. Five interventions are examined in teaching the skills: (a) community-based instruction, (b) classroom simulations, (c) current instruction, (d) computer-based instruction, and (e) computer-based video instruction. Findings of the current review indicate that although there are some limitations to using these interventions, they are all effective in teaching grocery shopping skills to students with intellectual disabilities. Also when these interventions are combined with instructional strategies (e.g., reponse prompting) or other interventions (e.,g classrooms simulations and community-basedin instruction), better effects were reported than when these interventions are used alone. Suggestions of application for teachers and suggestions for future research are also discussed.

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