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

Abstract

In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time.

Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students with Autism Spectrum Disorders

“…For example, if the prompts faded to only sound clips, the individuals could work while wearing headphones with the iPhone hidden in a pocket. These skills will benefit individuals with ASD in employment opportunities, so they can efficiently and effectively follow through with various tasks without the assistance of others (Mechling et al 2009a(Mechling et al , 2009b. From a practical standpoint, tools like this could benefit employees who may need to be trained on tasks that are required as part of a job but performed infrequently.…”

The independent use of self-instructions for the acquisition of untrained multi-step tasks for individuals with an intellectual disability: A review of the literature

“…Four out of eight studies used least-to-most prompting to instruct during history training. One study (Bereznak et al, 2012) used verbal and model prompting; Kellems and Morningstar (2012) used model prompting alone, and two studies (Mechling & Stephens, 2009;Mechling, Gast, & Seid, 2009) did not report how they instructed during history training. Criteria for completion of history training varied across studies but generally ranged from one to three sessions with 100% correct responding on SI skill.…”

Computer-Assisted Interventions for Students with Autism Spectrum Disorders within School-Based Contexts: A Quantitative Meta-Analysis of Single-Subject Research

“…Specifically, seven of the studies targeted social behaviors (Bernard-Opitz et al 2001;Cheng and Ye 2010;Hetzroni and Tannous 2004;Murdock et al 2013;Sansosti and Powell-Smith 2008;Simpson et al 2004;Whalen et al 2006), nine studies targeted behavioral skills (Ayres et al 2009;Bereznak et al 2012;Cihak et al 2010;Flores et al 2012;Hagiwara and Smith-Myles 1999;Mancil et al 2009;Mechling et al 2006Mechling et al , 2009Soares et al 2009), and 12 studies targeted academic skills (Bosseler and Massaro 2003;Coleman-Martin et al 2005;Ganz et al 2014;Hetzroni and Shalem 2005;Pennington 2010;Schlosser and Blischak 2004;Simpson and Keen 2010;Smith 2013;Smith-Myles et al 2007;Soares et al 2009;Yaw et al 2011). The computer-assisted interventions implemented within the studies ranged in length from 3 to 30 sessions.…”