Education and Training in Autism and Developmental Disabilities

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easier to obtain, commercially available products may be more costly. The question remains, are commercial products as effective as those made specifically for each student? In addition, auditory recordings pertinent to the student such as key words or a student’s name may be used to gain attention before presenting a step. Researchers have also identified the importance of allowing students to select their own preferred method of prompting (Taber- Doughty, 2005; Taber-Doughty et al., 2008). Taber-Doughty found that students increased their skill acquisition and decreased their time to complete tasks when provided a choice between prompting systems (adult, pictures, auditory). In the current study students could choose within the system what to use (i.e., picture, video), but were limited to using the hand-held system. Further, although students were asked at the completion of the study which system they preferred, students need to have opportunities to use all of the systems before they determine their preferred system (Taber-Doughty et al.). Another factor to consider when interpreting results and determining what role a PDA can play in supporting programming for persons with disabilities is that the current study used the device to prompt completion of multi-step tasks, for which students could already perform the component steps, rather than instruction or acquisition of a new task. The instructor also turned on the PDA and found the target recipe. Further independence could be increased by setting up a home page with photographs of the recipes or tasks to be completed and to evaluate students’ abilities to navigate through a range of available task analyses. Additional studies are needed to evaluate use of the extensive features available through these developing technologies. Future studies may also address features for prompting and using lists of tasks and daily schedules for organizational skills, self prompting across a range of complex tasks, and students abilities to enter and use information on the systems through text, auditory and video recordings and taking their own photographs. Portable digital assistants and other hand-held electronic devices appear to hold promising potential for persons with disabilities due to their non-stigmatizing use by the general public (Davies et al., 2002b) and their non-obtrusive format that does not make students stand out among peers in school (Myles, Ferguson, & Hagiwara, 2007). References Agran, M., Fodor-Davis, J., Moore, S. C., & Martella, R. C. (1992). Effects of peer delivered self-instructional training on a lunch-making work task for students with severe disabilities. Education and Training in Mental Retardation, 27, 230–240. Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rational and an example. Behavioral Assessment, 2, 229–241. Cannella-Malone H., Sigafoos, J., O’Reilly, M., De La Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily livings skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41, 344- 356. Cihak, D., Alberto, P. A., Taber-Doughty, T., & Gama, R. I. (2006). A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21, 89–99. Cihak, D. F., Kessler, K., & Alberto, P. (2007). Generalized use of a handheld prompting system. Research in Developmental Disabilities, 28, 397–408. Cihak, D. F., Kessler, K., & Alberto, P. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, 102–110. Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2002a). Enhancing independent time management skills of individuals with mental retardation using a palmtop personal computer. Mental Retardation, 40, 358–365. Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2002b). Enhancing independent task performance for individuals with mental retardation through use of a handheld self directed visual and audio prompting system. Education and Training in Mental Retardation and Developmental Disabilities, 37, 209–218. Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2003). A palmtop computer-based intelligent aid for individuals with intellectual disabilities to increase independent decision making. Research & Practice for Persons with Severe Disabilities, 28(4), 182–193. Davis, C. A., Brady, M. P., Williams, R. E., & Burta, Personal Digital Assistant / 437
M. (1992). The effects of self operated auditory prompting tapes on the performance fluency of persons with severe mental retardation. Education and Training in Mental Retardation, 27, 39–50. Ferguson, H., Smith Myles, B., & Hagiwara, T. (2005). Using a personal digital assistant to enhance the independence of an adolescent with Asperger Syndrome. Education and Training in Developmental Disabilities, 40, 60–67. Furniss, F., Ward, A., Lancioni, G., Rocha, N., Cunha, B., Seedhouse, et al. (1999). A palmtopbased job aid for workers with severe intellectual disabilities. Technology and Disability, 10, 53–67. Gast, D. L. (Ed) (2009). Single subject research methodology in behavioral sciences. New York: Routledge Publishers. Goodson, J., Sigafoos, J., O’Reilly, M., Cannella, H., & Lancioni, G. E. (2007). Evaluation of a videobased error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28, 458–467. Graves, T. B., Collins, B. C., Schuster, J. W., & Kleinert, H. (2005). Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and Training in Developmental Disabilities, 40, 34–46. Grossi, T. A. (1998). Using a self-operated auditory prompting system to improve the work performance of two employees with severe disabilities. Journal of the Association for the Severely Handicapped, 23, 149–154. Hughes, M. A., Alberto, P. A., & Fredrick, L. L. (2006). Self-operated auditory prompting systems as a function-based intervention in public community settings. Journal of Positive Behavior Interventions, 8, 230–243. Johnson, R. R., & Miltenberger, R. G. (1996). The direct and generalized effects of self instructions and picture prompts on vocational task performance. Behavioral Interventions, 11, 19–34. Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman assessment battery for children. Circle Pines: American Guidance Service. Lancioni, G. E., O’Reilly, M. F., & Oliva, D. (2001). Self-operated verbal instructions for people with intellectual and visual disabilities: Using instruction cluster after task acquisition. International Journal of Disability, Development and Education, 48, 304–312. Lancioni, G. E., O’Reilly, M. F., Seedhouse, P., Furniss, F., & Cunha, B. (2000). Promoting independent task performance by persons with severe developmental disabilities through a new computer-aided system. Behavior Modification, 24, 700– 718. MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97. Martin, J. E., Mithaug, D. E., & Frazier, E. S. (1992). Effects of picture referencing on PVC chair, love seat, and settee assemblies by students with mental retardation. Research in Developmental Disabilities, 13, 267–286. Mechling, L. C. (2005). The effect of instructorcreated video programs to teach students with disabilities: A literature review. Journal of Special Education Technology, 20, 25–36. Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42, 252–269. Mechling, L. C., Gast, D. L., & Fields, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. Journal of Special Education, 42, 179–190. Mechling, L. C., & Gustafson, M. (2009). Comparison of the effects of static picture and video prompting on completion of cooking related tasks by students with moderate intellectual disabilities. Exceptionality, 17, 103–116. Mechling, L. C., & Gustafson, M. (2008). Comparison of static picture and video prompting on the performance of cooking related tasks by students with autism. Journal of Special Education Technology, 23(3), 31–45. Mechling, L. C., & Stephens, E. (2008). Comparison of self-prompting of cooking skills via picturebased cookbooks and video recipes. Education and Training in Developmental Disabilities, 44, 218–236. Myles, B. S., Ferguson, H., & Hagiwara, T. (2007). Using a personal digital assistant to improve the recording of homework assignments by an adolescent with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22 (2), 96–99. Norman, J. M., Collins, B. C., & Schuster, J. W. (2001). Using an instructional package including video technology to teach self help skills to elementary students with mental disabilities. Journal of Special Education Technology, 16, 5–18. One Write Company (2006). Cyrano Communicator TM. Lancaster, OH; Author. Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471– 481. Riffel, L. A., Wehmeyer, M. L., Turnbull, A. P., Davies, D., Stock, S., & Fisher, S. (2005). Promoting independent performance of transition-related tasks using a palmtop PC-based self-directed 438 / Education and Training in Autism and Developmental Disabilities-September 2010
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Education and Training in Autism an
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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-
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TABLE 2 EQCA Adaptive Behaviors: Me
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TABLE 5 ERDCP: Means, SDs, and t Te
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teen of these studies (90%) reveale
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practice may have had an influence
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ing to questions, (c) the learner f
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around a small instructional table
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TABLE 2 (Continued) 9. Guide studen
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Page 85 and 86: TABLE 1 Students’ Description Sub
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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 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
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Page 125 and 126: TABLE 1 Stages of The Halliwick’s
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Page 129 and 130: Figure 1. Percentage of correct res
Page 131 and 132: Martin, J. (1981). The Halliwick Me
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Page 137 and 138: Procedural reliability probes measu
Page 139 and 140: Discussion The purpose of this stud
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