Education and Training in Developmental Disabilities - Division on ...

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pleted the task with prompts, <strong>and</strong> (c) the time when the task was completed. Kent’s mother completed this form. A similar data sheet list<strong>in</strong>g six tasks dur<strong>in</strong>g social studies <strong>and</strong> math over a 50-m<strong>in</strong>ute period was used <strong>in</strong> the school sett<strong>in</strong>g <strong>and</strong> was completed by the first author. Figures 1, 2, <strong>and</strong> 3 present the morn<strong>in</strong>g, school, <strong>and</strong> even<strong>in</strong>g data sheets, respectively. Procedure A multiple-basel<strong>in</strong>e design across sett<strong>in</strong>gs was used to evaluate the effectiveness of us<strong>in</strong>g a Figure 1. Morn<strong>in</strong>g data collection sheet. 62 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-March 2005 PDA to improve the time management <strong>and</strong> task completion rate of a junior high student with AS. Sett<strong>in</strong>gs were morn<strong>in</strong>g tasks, school tasks, <strong>and</strong> even<strong>in</strong>g tasks. Dur<strong>in</strong>g the basel<strong>in</strong>e phase, Kent was given a list of tasks <strong>and</strong> associated times for the follow<strong>in</strong>g activities: (a) <strong>in</strong> the morn<strong>in</strong>g as he was gett<strong>in</strong>g ready for school; (b) at school dur<strong>in</strong>g math <strong>and</strong> social studies classes; <strong>and</strong> (c) <strong>in</strong> the even<strong>in</strong>g prior to go<strong>in</strong>g to bed. A task was considered completed <strong>in</strong>dependently if Kent f<strong>in</strong>ished the task with<strong>in</strong> two m<strong>in</strong>utes of the time listed on his task list. Each of these tasks were known to Kent prior to the study <strong>and</strong> had
een a part of the expected rout<strong>in</strong>e for several months. Dur<strong>in</strong>g the <strong>in</strong>tervention phases, an alarm was set on the PDA to alert Kent to start each of the targeted tasks. The alarm sounded audibly <strong>and</strong> also flashed visually. Kent’s mother recorded the number of morn<strong>in</strong>g tasks he completed <strong>in</strong>dependently with the support of his PDA, <strong>and</strong> the number of tasks that she needed to prompt him to complete, along with the time that each task was completed. The first author recorded the number of school tasks Kent completed <strong>in</strong>dependently with the support of his PDA, the number of tasks that he required prompts to complete, Figure 2. School data collection sheet. <strong>and</strong> the time that each task was completed. The number of tasks Kent completed <strong>in</strong>dependently was divided by the total number of tasks to arrive at a percent of tasks completed. Reliability Interobserver reliability, assessed on 20% of data days by Kent’s paraprofessional, was 100%. Results As illustrated <strong>in</strong> Figure 4, dur<strong>in</strong>g basel<strong>in</strong>e, Kent completed 0% of his morn<strong>in</strong>g <strong>and</strong> Pocket PC <strong>and</strong> Asperger Syndrome / 63
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