etadd_46(4) - Division on Autism and Developmental Disabilities

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TABLE 1 Overview of Handheld Technology Research Design Setting Results Author(s) Participants Target Skill (Dependent Variable) Alternating treatment Domestic living area of high school Operate debit & copy machine Media Players with Audio Playback Taber-Doughty, (2005) n 3CA 15-21yrs Moderate ID Picture prompting system, SLP, & MP 3 Player effective & efficient procedures. Performance superior when students used their preferred system. Center-based Compared to a mainstream cell phone, participants required fewer prompts & made fewer errors with the Within- Subjects paired samples Operate adapted phone functions & mainstream phone functions n 22 CA 18- 21yrs Full scale IQ range 47–69 Cellular/Smartphone Stock, Davies, Wehmeyer, & Palmer (2008) adapted phone. Participants effectively dialed phone numbers. Difficulty describing School-based. Generalization to community. Multiple probe across groups Dial phone # from printed card when lost. Describe n 14 CA 11- 14yrs Moderate ID Taber, Alberto, Hughes, & Seltzer (2002) location. location Participants effectively used speed dial function to place phone call & to answer phone when lost in school or community. Difficulty describing location. School-based Generalization to community. Multiple probe across students Operate speed dial, answer phone when lost. Describe location n 6CA 14-18yrs Moderate ID Taber, Alberto, Seltzer, & Hughes (2003) (Continued) Twenty-First Century Portable Electronic Devices / 481
TABLE 1—(Continued) Overview of Handheld Technology Research Design Setting Results Author(s) Participants Target Skill (Dependent Variable) n 12 CA 19- <strong>46</strong>yrs Full scale IQ range 45–90 PDA with Text, Sound, and Light Cues Davies, Stock, Wehmeyer (2002a) PDA with specially designed prompting software more effective than written schedule for prompting initiation Community vocational site Two-group withinsubjects design Compared performance of tasks on schedule using a written schedule or PDA of tasks. School setting Students were able to use the PDA as a task management tool. Maintenance of skill up to 8 weeks. Quasi-experimental pre- & postassessment Independent operation of PDA (enter appointments, schedules, assignments) & frequency of use of PDA n 22 CA 14- 18yrs Autism Gentry, Wallace, Kvarfordt, & Lynch (2010) Highest rate of on-time behavior using the PDA. School-based settings Comparison of incidence rate ratios across conditions & periods using a Poisson regression On-time behavior using: written time & task list; paper planner, & PDA n 20 CA 6-20yrs Mild - moderate ID Gillette & Depompei (2008) 482 / Education and Training in Autism and Developmental Disabilities-December 2011 Community settings Increased independent transitions between tasks. Maintenance up to 9 weeks. Multiple probe across students Transition between vocational tasks n 4CA 16-17yrs Moderate to Severe ID PDA with Picture Cues Cihak, Kessler, & Alberto (2008)
Page 1 and 2: Education and Training in Autism an
Page 3 and 4: March 2012 Manuscripts Accepted for
Page 5: new line of research, the review ho
Page 9 and 10: TABLE 1—(Continued) Overview of H
Page 11 and 12: Figure 1. MP3 Player (Model: SM-320
Page 13 and 14: Figure 3. Sony-Ericsson K800. Retri
Page 15 and 16: computer with three middle school s
Page 17 and 18: Figure 6. Video iPod. Apple, Inc. h
Page 19 and 20: example, in contrast to previous st
Page 21 and 22: using public transportation. Device
Page 23 and 24: accessible software to increase ind
Page 25 and 26: (14.3%), a unique curriculum (13.8%
Page 27 and 28: TABLE 1 Student Characteristics Stu
Page 29 and 30: eos” was highlighted. Students th
Page 31 and 32: ment was 100% for baseline and main
Page 33 and 34: Figure 3. Percentage of independent
Page 35 and 36: how to program and operate the equi
Page 37 and 38: Individuals with Disabilities Educa
Page 41 and 42: TABLE 1 Video Prompting Studies Con
Page 43 and 44: TABLE 1—(Continued) Video Prompti
Page 45 and 46: Length of video clips. Researchers
Page 47 and 48: to learn three cooking tasks. Resul
Page 49 and 50: Van Laarhoven and Van Laarhoven-Mye
Page 51 and 52: Dogoe, M., & Banda, D. R. (2009). R
Page 55 and 56: TABLE 1 Summary of Demographic and
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TABLE 2 Summary of Outcome Variable
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with students in preschool (Akmanog
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with MoID acquiring some of their p
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Vocational task. To date one study
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ed; thereby adding to the amount of
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Retardation and Developmental Disab
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Education and Training in Autism an
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TABLE 1 Student Demographic Informa
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Figure 1. Example of the mini-poste
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Experimental Design This study empl
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intervention sessions was 75.55% de
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help continue maximum skill profici
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at the same time, or did not respon
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Figure 1. Correct responses for Joe
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sponses for each skill. No trends w
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then be used as a template for quic
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2007). Choice making initiates the
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making choices is clearly not in th
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epeated until stable choice pattern
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transportation, commitment) to prov
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can be made. Last, because consumer
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Page 103 and 104:
TABLE 1 Studies Listed According to
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TABLE 1—(Continued) Studies Liste
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(i.e., MSW) and duration-based (i.e
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2008), and increasing adaptive beha
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port difficulty implementing the in
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of a preferred item while continuin
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Kreiner, J., & Flexer, R. (2009). A
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autism on the CARS. Regarding socia
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other effect size measures and with
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quests during baseline sessions. Du
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ulation was generally clear and he
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communication training as a treatme
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encing allergy symptoms (one partic
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Assessments Preference assessment.
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Interobserver agreement. A second o
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challenging behavior in the presess
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tion of the preferred item signaled
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ior: An analysis of the literature.
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moderate intellectual disabilities
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Effects of the STAR intervention pr
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Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
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computer-based instruction program.
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sight words to students with mental
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Mastropieri, M. A. (2009). See cita
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262. Noyes, D. A., & Sax, C. L. (20
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Rispoli, M. (2009). See citation #1
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Sparks, S. (2010). See citation #87
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Vlaskamp, C. (2008). See citation #
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INDEX—VOLUME 46,
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Runes, Sandra. See Hausmann-Stabile
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Review of video prompting studies w
Page 173 and 174:
Look! I'm in College! DVD Look, I
Page 175 and 176:
13th International Conference on Au
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