etadd_46(4) - Division on Autism and Developmental Disabilities

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TABLE 1—(Continued) Overview of Handheld Technology Research Design Setting Results Author(s) Participants Target Skill (Dependent Variable) Community settings Independent task completion using the PDA. Maintenance up to Multiple probe across tasks Independent task completion of progressively more n 4CA 18-19yrs Moderate ID Cihak, Kessler, & Alberto (2007) 9 weeks. difficult tasks Self-model pictures on the PDA resulted in increased task engagement & decreased teacher ABAB Middle school general education classrooms Self-monitoring of task engagement n 3CA 11-13yrs High functioning autism Cihak, Wright, & Ayres (2010) prompts. Use of PDA with specially designed software incorporating decision points resulted in increased independence & accuracy assembling Community vocational setting Two-group withinsubjects design Software & Pocket PC assembly n 40 CA 18- 54yrs Full scale IQ range 24–76 Davis, Stock, & Wehmeyer (2003) both tasks. PDA with specially designed software produced improved task accuracy & decreased reliance on Community vocational setting Two-group withinsubjects design Assemble pizza boxes & package software n 10 CA 18- 70yrs Full scale IQ range 39–72 Davies, Stock, & Wehneyer (2002b) adult prompts. Alternating treatment Day activity center Students completed more steps independently when using the PDA compared to a picture based system. Steps were also clustered into fewer pictures on the PDA. Cleaning, table setting, food preparation n 6CA 23-47yrs IQ unavailable Adaptive Behavior Scale, age equivalents 2-6.5 years for daily living Lancioni, O’Reilly, Seedhouse, Furniss, & Cunha (2000) Twenty-First Century Portable Electronic Devices / 483
TABLE 1—(Continued) Overview of Handheld Technology Research Design Setting Results Author(s) Participants Target Skill (Dependent Variable) Use of PDA with specially designed software increased number of steps performed without adult prompting. Decrease in duration time to complete tasks. School, group home, retirement home, restaurant Multiple probe across participants Table setting, rolling silverware, laundry Riffel et al. (2005) n 4CA 16-21yrs Mild to moderate ID, Autism PDA with Video Cues & Handheld Video Players ABAB Elementary school Increased independent transitioning with video models presented on video iPod. Performance decreased with withdrawal Transitions between school locations & activities n 4CA 6-8yrs Autism Cihak, Fahrenkrog, Ayres, & Smith (2010) of video models. Use of PDA with multiple prompt levels (audio, picture, video) resulted in immediate increase in independent completion of cooking recipes. Students prompts used. Performance Home living area of high school Food preparation Multiple probe across tasks n 3CA 15-17yrs Moderate ID Mechling, Gast, & Seid (2010) 484 / Education and Training in Autism and Developmental Disabilities-December 2011 maintained over time. Use of PDA with multiple prompt levels (audio, picture, video) replicated results of Mechling et al. (2010) although use & self-adjustment of prompt levels differed from previous findings. Home living area of high school Food preparation Multiple probe across tasks n 3CA 16-17yrs Autism Mechling, Gast, & Seid (2009)
Page 1 and 2: Education and Training in Autism an
Page 3 and 4: March 2012 Manuscripts Accepted for
Page 5 and 6: new line of research, the review ho
Page 7: 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
Page 57 and 58: 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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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
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Look! I'm in College! DVD Look, I
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13th International Conference on Au
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