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even<strong>in</strong>g tasks <strong>in</strong>dependently, <strong>and</strong> 63% of his school tasks without prompts. Dur<strong>in</strong>g the <strong>in</strong>tervention phases, us<strong>in</strong>g the PDA as a primary prompt, Kent <strong>in</strong>dependently completed a mean of: 47% of morn<strong>in</strong>g tasks, 87% of school tasks, <strong>and</strong> 33% of his even<strong>in</strong>g tasks. The study was carried out over a 20-day period. Data were taken for 15 days at school because the school year ended. The break <strong>in</strong> the data l<strong>in</strong>es dur<strong>in</strong>g the morn<strong>in</strong>g <strong>and</strong> even<strong>in</strong>g activities on Day 15 represents the transition between the last day of school <strong>and</strong> the start of summer vacation. Discussion The purpose of this <strong>in</strong>vestigation was to determ<strong>in</strong>e if a PDA could assist an adolescent <strong>in</strong> complet<strong>in</strong>g home- <strong>and</strong> school-based tasks <strong>in</strong>dependently. Results should be <strong>in</strong>terpreted carefully with limitation considerations given Figure 3. Even<strong>in</strong>g data collection sheet. to the length of <strong>in</strong>tervention <strong>and</strong> use of s<strong>in</strong>glesubject design procedures. Conclusions 64 / <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 Results of this study could, <strong>in</strong> part, be attributed to the novelty of the PDA. This device appeared to appeal to Kent <strong>and</strong> may have helped to ease the transition <strong>in</strong>to the <strong>in</strong>tervention. He quickly learned how to manipulate the PDA <strong>and</strong> required rem<strong>in</strong>ders to ma<strong>in</strong>ta<strong>in</strong> the sett<strong>in</strong>gs dur<strong>in</strong>g the <strong>in</strong>tervention phases <strong>and</strong> not “adjust” them. While Kent required little tra<strong>in</strong><strong>in</strong>g to use the PDA, by comparison, his teacher <strong>and</strong> mother experienced difficulty learn<strong>in</strong>g how to use the technology, even after multiple tra<strong>in</strong><strong>in</strong>g sessions. This is significant <strong>in</strong> that technology use <strong>in</strong> educational sett<strong>in</strong>gs can only be successful when adequate support provided (Mirenda et al., 2000). Kent’s data <strong>in</strong>dicate that generalization may have occurred across sett<strong>in</strong>gs. That is, <strong>in</strong>de-
Figure 4. Kent’s performance on complet<strong>in</strong>g tasks <strong>in</strong> morn<strong>in</strong>g, school, <strong>and</strong> even<strong>in</strong>g sett<strong>in</strong>gs. Pocket PC <strong>and</strong> Asperger Syndrome / 65
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