Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems

Journal of Autism and Developmental Disorders
Toni Van LaarhovenAshli Lagerhausen

Abstract

The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased.

References

Jun 13, 2006·Journal of Intellectual & Developmental Disability·Steven E StockMichael L Wehmeyer
Jul 13, 2006·Research in Developmental Disabilities·David F CihakPaul A Alberto
May 26, 2009·Journal of Autism and Developmental Disorders·Linda C MechlingNicole H Seid

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Citations

Jan 15, 2020·Human Factors·Janine D MatorJeremiah D Still
Jun 25, 2020·Journal of Applied Research in Intellectual Disabilities : JARID·Cathelijn E M OudshoornPetri J C M Embregts
May 18, 2021·Journal of Rehabilitation and Assistive Technologies Engineering·Patricia C HeynCathy Bodine

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