The purpose of this study was to examine the effects of augmented reality to teach a chain task to three elementary-age students with autism spectrum disorders (ASDs). Augmented reality blends digital information within the real world. This study used a marker-based augmented reality picture prompt to trigger a video model clip of a student brushing her teeth. All students learned how to brush their teeth independently and maintained the skill 9 weeks later with the introduction of augmented reality. Theoretical and teacher implications are discussed in the context of using new technologies to teach students with ASDs.

The purpose of this study was to examine the effects of using mobile technology to improve navigation skills in three students with intellectual disability (ID) in a postsecondary education program. Navigation skills included using an augmented reality iPhone app to make correct ''waypoint'' decisions when traveling by foot on a university campus to target destinations. The results indicate that all students improved their navigation skills. Findings are discussed in the context of teaching the use of mobile technology to improve wayfinding skills in students with ID.

The purpose of this study was to compare the effects of three different navigation aids with students with intellectual disability. Participants included six college-aged students with intellectual disability who attended a postsecondary education program. An adapted alternating treatment design was used to compare a paper map, Google Maps on a mobile device, and an augmented reality navigation application. The results indicated that the augmented reality navigation application was functionally the most effective condition. Conclusions are discussed in the context of supporting people with intellectual disability by teaching navigation skills.

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The purpose of this study was to examine the effects of using mobile technology applications to improve digital communication skills in four postsecondary students with intellectual disability. An alternating treatment design was used to compare the effectiveness of three mobile technological applications to improve digital communicative interactions. Digital communication skills included sending and receiving text, audio, and video messages. The results indicate that all students improved the quality and independence of digital communicative interactions. Findings are discussed in the context of teaching the use of technology to improve communication in adults with intellectual disabilities.