High Tech Cooking: A Literature Review of Evolving Technologies for Teaching a Functional Skill.

Abstract

This review synthesizes the empirical literature (1986-2006) focusing on teaching cooking skills to persons with moderate to severe intellectual disabilities. Twenty-two studies were identified which provided information on four forms of technologies currently being used to teach food preparation: (a) picture-based systems; (b) Palmtop personal (hand-held) computer-based systems; (c) auditory systems; and (d) video-based systems. Implications for instruction and future research are discussed based on the results of review. Over the past two decades food preparation has been frequently studied and identified as an essential skill for living independently across a range of settings (Graves, Collins, Schuster, & Kleinert, 2005; Horsfall & Maggs, 1986; Martin, Rusch, James, Decker, & Trtol, 1982; Schuster, 1988). In addition to provid- ing nutrition, preparing meals has added value including social opportunities (i.e. cook- ing with friends), recreation (i.e. watching ca- ble cooking shows; joining cooking classes), choice making, and employment opportuni- ties in the food industry (Schuster). Com- pared to eating out, ordering in, or hiring someone else to cook, preparation of meals at home may be more economically feasible for persons with disabilities (Schuster). Cost effi- ciency of pre-prepared meals may also be a concern for some persons living on a fixed or supported income. For example, although it may require fewer steps for preparation, the cost of microwavable macaroni and cheese per ounce (compared to box preparation) may be an important factor when selecting meals to purchase, prepare, and teach. A number of studies have been conducted to evaluate the effectiveness of teacher deliv- ered prompts and procedures for teaching cooking skills to persons with disabilities. The strategies have included: constant time delay