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 />
Use of PDA with specially<br />
designed software increased<br />
number of steps performed<br />
without adult prompting.<br />
Decrease in durati<strong>on</strong> time<br />
to complete tasks.<br />
School, group<br />
home, retirement<br />
home, restaurant<br />
Multiple probe across<br />
participants<br />
Table setting, rolling<br />
silverware, laundry<br />
Riffel et al. (2005) n 4CA 16-21yrs<br />
Mild to moderate<br />
ID, <strong>Autism</strong><br />
PDA with Video Cues &<br />
H<strong>and</strong>held Video<br />
Players<br />
ABAB Elementary school Increased independent<br />
transiti<strong>on</strong>ing with video<br />
models presented <strong>on</strong><br />
video iPod. Performance<br />
decreased with withdrawal<br />
Transiti<strong>on</strong>s between<br />
school locati<strong>on</strong>s &<br />
activities<br />
n 4CA 6-8yrs<br />
<strong>Autism</strong><br />
Cihak, Fahrenkrog,<br />
Ayres, & Smith (2010)<br />
of video models.<br />
Use of PDA with multiple<br />
prompt levels (audio,<br />
picture, video) resulted in<br />
immediate increase in<br />
independent completi<strong>on</strong> of<br />
cooking recipes. Students<br />
prompts used. Performance<br />
Home living area of<br />
high school<br />
Food preparati<strong>on</strong> Multiple probe across<br />
tasks<br />
n 3CA 15-17yrs<br />
Moderate ID<br />
Mechling, Gast, & Seid<br />
(2010)<br />
484 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-December 2011<br />
maintained over time.<br />
Use of PDA with multiple<br />
prompt levels (audio,<br />
picture, video) replicated<br />
results of Mechling et al.<br />
(2010) although use &<br />
self-adjustment of prompt<br />
levels differed from<br />
previous findings.<br />
Home living area of<br />
high school<br />
Food preparati<strong>on</strong> Multiple probe across<br />
tasks<br />
n 3CA 16-17yrs<br />
<strong>Autism</strong><br />
Mechling, Gast, & Seid<br />
(2009)