Social Media Use Training for Adults with Intellectual Disabilities: A Pilot Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
People with intellectual disability use social media; however, there are barriers preventing them from using and benefiting from social media to the same extent as others. Some barriers include lack of knowledge, limited skills and inaccessibility. This pilot study used a sequential mixed method design to explore the outcomes of a social media training program for adults with intellectual disability aimed at social media use and increased social networks of participants. Six participants (mean age 35.7 years) participated in training focused on cyber safety and support to use individualised social media use goals. The Canadian Occupational Performance Measure, Goal Attainment Scale, and Circles of Communication Partners tools were used to examine the outcomes of training and changes in the participants’ social networks. Semi-structured interviews with participants and one staff member provided insight into participants’ experiences and perceptions of training outcomes. Findings indicated that participants achieved some of their goals and communicated with more people online after training compared to before training. Preliminary outcomes suggest that social media use training may assist adults with intellectual disability to strengthen social connections, gain digital literacy skills, and increase self-confidence online. Further research is needed with a larger sample, including a control group.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it