etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
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TABLE 1—(C<strong>on</strong>tinued)<br />
Overview of H<strong>and</strong>held Technology<br />
Research Design Setting Results<br />
Author(s) Participants Target Skill<br />
(Dependent Variable)<br />
n 12 CA 19-<br />
<str<strong>on</strong>g>46</str<strong>on</strong>g>yrs Full scale IQ<br />
range 45–90<br />
PDA with Text, Sound,<br />
<strong>and</strong> Light Cues<br />
Davies, Stock, Wehmeyer<br />
(2002a)<br />
PDA with specially<br />
designed prompting<br />
software more effective<br />
than written schedule<br />
for prompting initiati<strong>on</strong><br />
Community<br />
vocati<strong>on</strong>al site<br />
Two-group withinsubjects<br />
design<br />
Compared<br />
performance of<br />
tasks <strong>on</strong> schedule<br />
using a written<br />
schedule or PDA<br />
of tasks.<br />
School setting Students were able to use<br />
the PDA as a task<br />
management tool.<br />
Maintenance of skill up<br />
to 8 weeks.<br />
Quasi-experimental<br />
pre- & postassessment<br />
Independent<br />
operati<strong>on</strong> of PDA<br />
(enter<br />
appointments,<br />
schedules,<br />
assignments) &<br />
frequency of use of<br />
PDA<br />
n 22 CA 14-<br />
18yrs <strong>Autism</strong><br />
Gentry, Wallace,<br />
Kvarfordt, & Lynch<br />
(2010)<br />
Highest rate of <strong>on</strong>-time<br />
behavior using the<br />
PDA.<br />
School-based<br />
settings<br />
Comparis<strong>on</strong> of<br />
incidence rate ratios<br />
across c<strong>on</strong>diti<strong>on</strong>s &<br />
periods using a<br />
Poiss<strong>on</strong> regressi<strong>on</strong><br />
On-time behavior<br />
using: written time<br />
& task list; paper<br />
planner, & PDA<br />
n 20 CA 6-20yrs<br />
Mild - moderate<br />
ID<br />
Gillette & Depompei<br />
(2008)<br />
482 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-December 2011<br />
Community settings Increased independent<br />
transiti<strong>on</strong>s between<br />
tasks. Maintenance up<br />
to 9 weeks.<br />
Multiple probe across<br />
students<br />
Transiti<strong>on</strong> between<br />
vocati<strong>on</strong>al tasks<br />
n 4CA 16-17yrs<br />
Moderate to<br />
Severe ID<br />
PDA with Picture Cues<br />
Cihak, Kessler, & Alberto<br />
(2008)