Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
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pleted the task with prompts, <str<strong>on</strong>g>and</str<strong>on</strong>g> (c) the time<br />
when the task was completed. Kent’s mother<br />
completed this form. A similar data sheet list<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
six tasks dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g social studies <str<strong>on</strong>g>and</str<strong>on</strong>g> math<br />
over a 50-m<str<strong>on</strong>g>in</str<strong>on</strong>g>ute period was used <str<strong>on</strong>g>in</str<strong>on</strong>g> the<br />
school sett<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>and</str<strong>on</strong>g> was completed by the first<br />
author. Figures 1, 2, <str<strong>on</strong>g>and</str<strong>on</strong>g> 3 present the morn<str<strong>on</strong>g>in</str<strong>on</strong>g>g,<br />
school, <str<strong>on</strong>g>and</str<strong>on</strong>g> even<str<strong>on</strong>g>in</str<strong>on</strong>g>g data sheets, respectively.<br />
Procedure<br />
A multiple-basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e design across sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs was<br />
used to evaluate the effectiveness of us<str<strong>on</strong>g>in</str<strong>on</strong>g>g a<br />
Figure 1. Morn<str<strong>on</strong>g>in</str<strong>on</strong>g>g data collecti<strong>on</strong> sheet.<br />
62 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-March 2005<br />
PDA to improve the time management <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
task completi<strong>on</strong> rate of a junior high student<br />
with AS. Sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs were morn<str<strong>on</strong>g>in</str<strong>on</strong>g>g tasks, school<br />
tasks, <str<strong>on</strong>g>and</str<strong>on</strong>g> even<str<strong>on</strong>g>in</str<strong>on</strong>g>g tasks.<br />
Dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g the basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e phase, Kent was given a<br />
list of tasks <str<strong>on</strong>g>and</str<strong>on</strong>g> associated times for the follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
activities: (a) <str<strong>on</strong>g>in</str<strong>on</strong>g> the morn<str<strong>on</strong>g>in</str<strong>on</strong>g>g as he was<br />
gett<str<strong>on</strong>g>in</str<strong>on</strong>g>g ready for school; (b) at school dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
math <str<strong>on</strong>g>and</str<strong>on</strong>g> social studies classes; <str<strong>on</strong>g>and</str<strong>on</strong>g> (c) <str<strong>on</strong>g>in</str<strong>on</strong>g> the<br />
even<str<strong>on</strong>g>in</str<strong>on</strong>g>g prior to go<str<strong>on</strong>g>in</str<strong>on</strong>g>g to bed. A task was<br />
c<strong>on</strong>sidered completed <str<strong>on</strong>g>in</str<strong>on</strong>g>dependently if Kent<br />
f<str<strong>on</strong>g>in</str<strong>on</strong>g>ished the task with<str<strong>on</strong>g>in</str<strong>on</strong>g> two m<str<strong>on</strong>g>in</str<strong>on</strong>g>utes of the<br />
time listed <strong>on</strong> his task list. Each of these tasks<br />
were known to Kent prior to the study <str<strong>on</strong>g>and</str<strong>on</strong>g> had