It is often recommended that individuals with memory and organizational problems after a traumatic brain injury (TBI) use some type of memory device such as a paper calendar. Recently the use of electronic devices has been suggested. This article outlines data obtained from in vivo trials using personal data assistants (PDAs) and follow up in depth studies with PDAs and smartphones. These trials were conduced with individuals who had memory and organizational problems as a result of cognitive disorders of traumatic brain injury (TBI) or intellectual disability (ID) Results indicate that the use of electronic devices can enhance independent behavior. Factors influencing success include: student motivation, audible beep of the device; support for programming and troubleshooting, alterations of functions; and selection of features to motivate. Based on the result of the studies, an intervention plan for use of PDAs was developed for use by clinicians.

The project studied the on-time behavior of 35 students with intellectual disabilities (ID) or traumatic brain injury (TBI) under three conditions -times and tasks list, paper planner, and two different personal data assistants (PDAs). Students participated for two 4-week periods, receiving one morning reminder during Period 1 and no reminders during Period 2. Students were on time more often using a PDA compared to a list (p < .024) or a planner (p < .002). Students were on time 50% more often in Period 1 with a single daily morning reminder as compared to no reminder across all conditions. When applying results, clinicians and researchers should note that only the alarm function prompting on-time behavior was studied, and the influence of the small sample size and short time frame. Future researchers will find a framework for studying PDAs and cell phones with larger samples, over longer time periods, and with a wider range of functions. C 2008 Wiley Periodicals, Inc.Many persons with cognitive disabilities as a result of intellectual disability (ID, mental retardation) or traumatic brain injury (TBI) have difficulties with organization and memory that can interfere with successful management of activities of daily living and contribute to loss of personal independence (Hart, Hawkey, & Whyte, 2002;Knight, Devereux, & Godfrey, 1998). A number of interventions have been designed to enhance the ability of these individuals to use memory and organizational skills. Attention has often centered on the use of external aids to cognition (Parente & DiCesare, 1991;Sohlberg et al., 2007) . Specifically, the use of electronic devices may provide a dependable compensatory strategy made possible by advances in computer technology (Bergman, 2002;Wade & Troy, 2001). Generic electronic technologies such as personal data assistants (PDA) can provide a platform for enhancing memory and organization skills and may be beneficial to these individuals. Useful functions in these devices include a calendar, appointment alarms, to-do lists, contact information, and a calculator. Electronic alarms within the calendar function may be of particular interest to interventionists, because audible alarms can provide a prompt that might otherwise need to be administered by a caregiver.A partnership among the University of Akron, The Brain Injury Association of America, Temple University, Moss Rehabilitation Research Institute, and Spaulding Hospital, known as the Assistive Technology and Cognitive Disability Collaborative, was funded by the National Institute on Disability Rehabilitation Research to examine the potential of generic electronic organizers to enhance the independence of adults and children with memory and organization problems. The first stage of our research agenda included a survey of children and adults with ID and TBI in order to examine the use of and preferences related to electronic organizers. Results of the three surveys (one with adults with TBI, one focusing on adults with ID, and one focusing on children with ID or TB...

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Youths who have traumatic brain injury (TBI) or mental retardation and other developmental disabilities often experience cognitive challenges in using memory and organization for learning, managing daily routines, or conducting social interactions. This article presents the results of a survey of 53 youth-parent-teacher triads probing their views regarding the youth's relationship with technology. Since the sample is small, results should be viewed with caution, yet keeping in mind the study presents some of the only data available on the use of generic technologies with youths who have disabilities. Primary findings indicate: 1) youths use a variety of technologies and are more likely to be exposed to computers than cell phones or personal data assistants respectively; 2) youths with finger, reading, and copying skills use more technologies; 3) youths value many varied features of technology, but rated most highly good technical support, simple learning requirements, capacity to store information, and long battery life. The data also indicated that the most common memory and organization strategy the youths used was "someone does it for me".

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