Promoting Independent Performance of Transition-Related Tasks Using a Palmtop PC-Based Self-Directed Visual and Auditory Prompting System

Abstract

This study examined the use of a palmtop computer running a software program by transition-age students with cognitive disabilities to increase independence on vocational and independent living tasks. The purpose of this research was to test the hypotheses that a palmtop computer utilizing a Windows CE platform with touch screen capabilities and programmed with the Visual Assistant program would (a) decrease the need for external prompts from the instructor, (b) increase the number of steps completed in a given task without external prompts, and (c) decrease the duration of time spent on each task for students with intellectual disabilities. Four students from a large suburban school district who were receiving special education services under the category of mental retardation were included in this research. Research was conducted using a multiple-baseline, across-participants design. Baseline, intervention, and follow-up data were collected on vocationally-oriented or life-skill tasks in the student's existing educational program. Upon completion of baseline data collection, students were taught to use the palmtop with the Visual Assistant program. In the computer-use condition, students required fewer instructor prompts to complete the tasks and increased the number of steps that they completed independently. The potential benefit of applying technology to support transition-related tasks for students with mental retardation is discussed.

Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder

“…Results help expand the limited database available on the use of technology based systems as means for providing activity schedules and systems for prompting students with autism. Results support those of previous studies on the effectiveness of using portable hand-held devices for self-prompting (Cihak et al 2007(Cihak et al , 2008Davies et al 2002Davies et al , 2003Furniss et al 1999;Riffel et al 2005), the use of video on hand-held devices (Taber-Doughty et al 2008;Van Laarhoven et al 2007), and in particular, the use of a PDA which can provide multi-level prompting options to students on each screen (Mechling et al 2009, in press). Results of the study demonstrated a functional relationship between the use of the PDA and students' abilities to independently transition between tasks (moving from the structured work station to reinforcing activities) and to complete novel tasks independent of adult prompting, while their ability to independently transition within tasks (moving from one task box to the next) was high regardless of the system used.…”

“…Recently, researchers have begun to evaluate use of portable digital assistants (PDAs) as self-prompting devices for transitioning within (Cihak et al 2007;Davies et al 2002Davies et al , 2003Furniss et al 1999;Mechling et al 2009, in press;Riffel et al 2005) and between tasks (Cihak et al 2008). Between-activity schedules facilitate task-to-task movement such as between each activity of the day or travel between learning centers, while within-activity schedules facilitate a student's actions during the task (i.e., answer the first, second, and third question on a worksheet or completion of each step of a cooking recipe) (Banda et al 2009;Lee 2006).…”

Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

“…Although PDAs have effectively been used with persons with intellectual disabilities (Cihak et al 2007(Cihak et al , 2008Davies et al 2002Davies et al , 2003Furniss et al 1999;Riffel et al 2005), limited research has been conducted with students with ASD. A review of available research identified only three studies evaluating PDAs with students with ASD or Asperger syndrome (Ferguson et al 2005;Myles et al 2007;Riffel et al 2005).…”

“…A review of available research identified only three studies evaluating PDAs with students with ASD or Asperger syndrome (Ferguson et al 2005;Myles et al 2007;Riffel et al 2005). One of the four participants in the Riffel et al study was diagnosed with ASD and the remaining two studies included only one participant per study.…”

Technology Enhanced Learning for People with Intellectual Disabilities and Cerebral Paralysis: The MAS Platform

“…Finally, in the field of people with intellectual disabilities, there are various works that deals with technologies such as palmtop computers [27], [28], video technologies [29], [30] or high-tech AAC (see [7] for a full and recent review), to cite the more relevant ones.…”