Education and Training in Autism and Developmental Disabilities

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ior, and problem behavior. Journal of Applied Behavior Analysis, 35, 213–231. Frea, W. D., Arnold, C. L., & Vittimberga, G. L. (2001). A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with autism within an integrated preschool setting. Journal of Positive Behavior Interventions, 3, 194–198. Frost, L., & Bondy, A. (2002). PECS: The picture exchange communication system training manual (2nd ed.). Cherry Hill, NJ: Pyramid Educational Consultants. Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the Picture Exchange Communication System in children with characteristics of autism. Journal of Autism and Developmental Disorders, 34, 395–409. Halle, J. W., Brady, N. C., & Drasgow, E. (2004). Enhancing socially adaptive communicative repairs of beginning communicators with disabilities. American Journal of Speech–Language Pathology, 13, 43–54. Horner, R. H., & Day, H. M. (1991). The effects of response efficiency on functionally equivalent competing behaviors. Journal of Applied Behavior Analysis, 24, 719–732. Ikusawa, M., Matsushita, H., & Nakase, J. (2002). Shinpan-K-shiki-hattatsu-kensa 2001 jisshi-tebiki-sho [The manual of Kyoto Scale of Psychological Development 2001]. Kyoto, Japan: Kyoto International Social Welfare Center. Keen, D. (2005). The use of non-verbal repair strategies by children with autism. Research in Developmental Disabilities, 26, 243–254. Keen, D. (2003). Communicative repair strategies and problem behaviours of children with autism. International Journal of Disability, Development and Education, 50, 53–64. Keen, D., Sigafoos, J., & Woodyatt, G. (2001). Replacing prelinguistic behaviors with functional communication. Journal of Autism and Developmental Disorders, 31, 385–398. Meadan, H., Halle, J. W., Watkins, R. V., & Chadsey, J. G. (2006). Examining communication repairs of 2 young children with autism spectrum disorder: The influence of the environment. American Journal of Speech-Language Pathology, 15, 57–71. Ohtake, Y., Yanagihara, M., Nakaya, A., Takahashi, S., Sato, E., & Tanaka, M. (2005). Repair strategies used by elementary-age beginning communicators with autism: A preliminary descriptive study. Focus on Autism and Other Developmental Disorders, 20, 158–168. Richman, D. M., Wacker, D. P., & Winborn, L. (2001). Response efficiency during functional communication training: Effects of effort on response allocation. Journal of Applied Behavior Analysis, 34, 73–76. Sigafoos, J., Drasgow, E., Halle, J. W., O’Reilly, M., Seely-York, S., Edrisinha, C., et al. (2004). Teaching VOCA use as a communicative repair strategy. Journal of Autism and Developmental Disorders, 34, 411–422. Sigafoos, J., O’Reilly, M., Seely-York, S., & Edrisinha, C. (2004). Teaching students with developmental disabilities to locate their AAC device. Research in Developmental Disabilities, 25, 371–383. Son, S. H., Sigafoos, J., O’Reilly, M., & Lancioni, G. (2006). Comparing two types of augmentative and alternative communication systems for children with autism. Pediatric Rehabilitation, 9, 389– 395. Tincani, M. (2004). Comparing the picture exchange communication system and sign language training for children with autism. Focus on Autism and Other Developmental Disabilities, 19, 152–163. Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. Baltimore: Paul H. Brookes Publishing Co. Wehmeyer, M. L., & Mithaug, D. (2003). Self-determination and mental retardation: Causal agency theory. In H. Switzky, R., Shalock, & M. Wehmeyer (Eds.), Current perspectives on individual differences in personality and motivation in persons with mental retardation and other developmental disabilities (Vol. 1). San Diego, CA: Academic Press. Wetherby, A. M., Alexander, D. G., & Prizant, B. M. (1998). The ontogeny and role of repair strategies. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Communication and language intervention series: Vol. 7. Transition in prelinguistic communication (pp. 135–161). Baltimore: Paul H. Brookes Publishing Co. Received: 14 May 2009 Initial Acceptance: 18 July 2009 Final Acceptance: 18 September 2009 Picture Card Strategy / 421
Education and Training in Autism and Developmental Disabilities, 2010, 45(3), 422–439 © Division on Autism and Developmental Disabilities Evaluation of a Personal Digital Assistant as a Self-Prompting Device for Increasing Multi-Step Task Completion by Students with Moderate Intellectual Disabilities Linda C. Mechling University of North Carolina Wilmington Nicole H. Seid University of North Carolina Wilmington David L. Gast University of Georgia Abstract: The purpose of this study was to evaluate whether the use of a personal digital assistant (PDA), with picture, auditory, and video prompts, would serve as a portable self-prompting device to facilitate independent task performance by high school age students with moderate intellectual disabilities. A multiple probe design was used across three cooking recipes and replicated across three students to evaluate the effectiveness of the self-prompting program. Results indicate that students were able to independently use a PDA to self-prompt completion of the three cooking recipes without the need for external adult prompting, to maintain use of the device over time, and to self-adjust the levels of prompts used within and across recipes. Researchers continue to investigate use of selfoperated prompting systems, operated by persons with intellectual disabilities, as tools for increasing independence and decreasing reliance on external prompts delivered by adults or peers. Self-operated prompting systems may be used to prompt: completion of tasks with multiple steps (i.e., washing dishes); a sequence of tasks such as following a daily schedule; or transitioning independently between activities (MacDuff, Krantz, & McClannahan, 1993). Traditionally self-prompting systems for completion of multi-step tasks have been in the form of picture-based materials (Lancioni, O’Reilly, & Oliva, 2001; Mechling, 2007) whereby students look at a static picture depicting a step of a task analysis, complete the step, return to the system, mark off the picture corresponding to the completed step or turn a page in a book, proceed to the next picture and so forth. Static picture prompting has been used to prompt: food Correspondence concerning this article should be addressed to Linda Mechling, University of North Carolina Wilmington, Department of Early Childhood and Special Education, 601 S. College Road, Wilmington, NC 28403-5940. preparation (Singh, Oswald, Ellis, & Singh, 1995); assembly tasks (Martin, Mithang, & Frazier, 1992); dusting, setting tables, and vacuuming (Steed & Lutzker, 1997); packaging (Johnson & Miltenberger, 1996); taking customer orders and preparing sack lunches (Agran, Fodor-Davis, Moore, & Martella 1992), and daily living skills (i.e., setting a table, making a bed) (Pierce & Schriebhan, 1994). Auditory-based systems have also been used as self-prompting devices whereby students operate a portable cassette player (Davis, Brady, Williams, & Burta, 1992; Grossi, 1998; Taber, Seltzer, Heflin, & Alberto, 1999; Hughes, Alberto, & Fredrick, 2006) or MP3 player (Taber-Doughty, 2005) by listening to a description of how to complete a step, or cluster of steps, of a task analysis, complete the step, and advance the system to the next step. Researchers have further evaluated use of video based prompting systems to support independent task completion by persons with intellectual disabilities. Similar to picture or auditory based systems, students watch a video segment of a step of the task being completed, pause the video tape, complete the step, and return to the prompting device to watch the next step. Video prompting has been used effectively to teach a range of multi-step tasks 422 / Education and Training in Autism and Developmental Disabilities-September 2010
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Manuscripts Accepted for Future Pub
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dents in classes that included stud
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TABLE 1 Summary Descriptors of Meli
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tions were conducted at their work
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her function more independently wit
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eluctant to engage in interactions.
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ehaviors were consistent with Phill
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disabilities. Second, it has promot
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youth with severe disabilities. Min
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parents of students with intellectu
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tributed to such PSE program compon
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TABLE 2 Mean Scores of the 7 PSE Pr
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that educators’ and parents’ po
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gan, 1997). Despite the challenges
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ing the total score of the Family A
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with the identified factors being r
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of a positive outlook has been docu
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TABLE 1 Demographic Characteristics
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ways in the same interviews where s
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In a number of comments, respondent
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practitioners assigned both issues
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eliability (r .92) and good inter-
Page 53 and 54: TABLE 2 EQCA Adaptive Behaviors: Me
Page 55 and 56: TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58: teen of these studies (90%) reveale
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Page 63 and 64: ing to questions, (c) the learner f
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Page 67 and 68: TABLE 2 (Continued) 9. Guide studen
Page 69 and 70: TABLE 3 (Continued) Student Steps B
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Page 73 and 74: esponding to errors by interrupting
Page 75 and 76: Figure 1. Teacher’s number of ste
Page 77 and 78: Figure 2. Number of inquiry skills
Page 79 and 80: TABLE 4 Results of Parent Survey It
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Page 85 and 86: TABLE 1 Students’ Description Sub
Page 87 and 88: served a communicative function. In
Page 89 and 90: Descriptive Analysis The first rese
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Page 101 and 102: Figure 3. Percentages of correct re
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Page 107 and 108: components to be effective promptin
Page 109 and 110: ability (IQ 44, Stanford-Binet Inte
Page 111 and 112: TABLE 1 Task Analysis for Cooking R
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Page 115 and 116: Figure 2. Percentage of steps perfo
Page 117 and 118: Figure 4. Percentage of steps perfo
Page 119 and 120: ture audio feature of the PDA, but
Page 121 and 122: M. (1992). The effects of self oper
Page 125 and 126: TABLE 1 Stages of The Halliwick’s
Page 127 and 128: plete other steps (Tekin & Kɹrcaal
Page 129 and 130: Figure 1. Percentage of correct res
Page 131 and 132: Martin, J. (1981). The Halliwick Me
Page 133 and 134: systematic instruction to teach fou
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Page 137 and 138: Procedural reliability probes measu
Page 139 and 140: Discussion The purpose of this stud
Page 141 and 142: (1986). Stanford-Binet Intelligence
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Page 149: tive research. (2 nd Ed.). New Jers
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