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pendent task completion <strong>in</strong>creased dur<strong>in</strong>g basel<strong>in</strong>e <strong>in</strong> the third sett<strong>in</strong>g before the PDA was <strong>in</strong>troduced <strong>and</strong> after the <strong>in</strong>tervention had been <strong>in</strong>troduced <strong>in</strong> other sett<strong>in</strong>gs. This f<strong>in</strong>d<strong>in</strong>g appears consistent with the <strong>in</strong>vestigations by Bock (1994, 1999) who found a similar pattern of generalization when teach<strong>in</strong>g categorization strategies to students with autism spectrum disorders. Kent’s mother commented that dur<strong>in</strong>g the <strong>in</strong>tervention phase Kent checked the time the <strong>and</strong> announced, “Come on! It’s time to go [to school]!” This was significantly different from his mother’s prior reports that she had to cont<strong>in</strong>uously cajole <strong>and</strong> argue with her son to get him to leave the house to go to school on time each morn<strong>in</strong>g. In addition, Kent used his PDA to record his appo<strong>in</strong>tments <strong>and</strong> personal <strong>in</strong>formation. He also set his PDA so that an alarm sounded <strong>and</strong> a light at the top of the device flashed. The light <strong>and</strong> alarm would alert Kent to open the PDA, where his rem<strong>in</strong>der would be displayed visually on the screen. Perhaps, given Kent’s sensory issues, the stimulation of multiple senses allowed him to beg<strong>in</strong> his tasks <strong>in</strong>dependently (Dunn, Myles, & Orr, 2002). Similar to studies by Davies et al. (2002) <strong>and</strong> Norris <strong>and</strong> Soloway (2003), the PDA was effective <strong>in</strong> address<strong>in</strong>g a student’s target behavior. Although few studies have been conducted with PDAs, cautious optimism exists regard<strong>in</strong>g the use of this technology. In particular, the PDA <strong>and</strong> similar technology may be a viable tool for <strong>in</strong>dividuals with special needs. Positive aspects of palmtop computers <strong>in</strong>clude their portability, small size, <strong>and</strong> <strong>in</strong>creas<strong>in</strong>g popularity among the general public. Thus, the <strong>in</strong>conspicuous nature of the PDA allows users to support themselves <strong>in</strong> a variety of sett<strong>in</strong>gs without call<strong>in</strong>g attention to any additional differences. Use of this type of technology to render assistance to <strong>in</strong>dividuals with disabilities, <strong>in</strong>clud<strong>in</strong>g those with AS, may assist <strong>in</strong> <strong>in</strong>creased levels of participation <strong>in</strong> the community (Davies et al.; Norris & Soloway). References American Psychiatric Association. (1994). Diagnostic <strong>and</strong> statistical manual of mental disorders, 4 th edition (DSM IV). Wash<strong>in</strong>gton, DC: Author. 66 / <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 Barnhill, G. P., Hagiwara, T., Myles, B. S., Simpson, R. L., Brick, M. L., & Griswold, D. E. (2000). Parent, teacher, <strong>and</strong> self-report of problem <strong>and</strong> adaptive behaviors <strong>in</strong> children <strong>and</strong> adolescents with Asperger Syndrome. Diagnostique, 25, 147– 167. Bock, M. A. (1994). Acquisition, ma<strong>in</strong>tenance, <strong>and</strong> generalization of a categorization strategy by children with autism. Journal of Autism <strong>and</strong> <strong>Developmental</strong> Disorders, 24, 39–51. Bock, M. A. (1999). Sort<strong>in</strong>g laundry: Categorization strategy application to an authentic learn<strong>in</strong>g activity by children with autism. Focus on Autism <strong>and</strong> Other <strong>Developmental</strong> <strong>Disabilities</strong>, 14, 220–230. Bremer, J., & Rauch, P. K. (1998). Children <strong>and</strong> computers: Risks <strong>and</strong> benefits. Journal of American Academy of Child <strong>and</strong> Adolescent Psychiatry, 37, 559– 560. Brown, C., & Dunn, W. L. (2002). Adolescent/Adult Sensory Profile. San Antonio, TX: The Psychological Corporation. Bull, G., Bull, G., Garofalo, J., & Harris, J. (2002). Gr<strong>and</strong> challenges: Prepar<strong>in</strong>g for the technological tipp<strong>in</strong>g po<strong>in</strong>t. Learn<strong>in</strong>g <strong>and</strong> Lead<strong>in</strong>g with Technology, 29(8), 6–12. Davies, D., Stock, S. E., & Wehmeyer, M. (2002). Enhanc<strong>in</strong>g <strong>in</strong>dependent task performance for <strong>in</strong>dividuals with mental retardation through use of a h<strong>and</strong>held self-directed visual <strong>and</strong> audio prompt<strong>in</strong>g system. <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> Mental Retardation <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 37, 209–218. Dunn, W., Myles, B. S., & Orr, S. (2002). Sensory process<strong>in</strong>g issues associated with Asperger syndrome: A prelim<strong>in</strong>ary <strong>in</strong>vestigation. The American Journal of Occupational Therapy, 56, 97–102. Furniss, F., Lancioni, G., Rocha, N., Cunha, B., Seedhouse, P., & Morato, P. (2001). VICAID: Development <strong>and</strong> evaluation of a palmtop-based job aid for workers with severe developmental disabilities. British Journal of <strong>Education</strong>al Technology, 32, 277–287. Hewlett-Packard. (2001). Jornada 560 Personal Digital Assistant [Portable Computer]. Palo Alto, CA: Author. Individuals With <strong>Disabilities</strong> <strong>Education</strong> Act, Amendment, 20 U.S.C. 1400 et seq. (1997). Lewis, R. B. (1998). Assistive technology <strong>and</strong> learn<strong>in</strong>g disabilities: Today’s realities <strong>and</strong> tomorrow’s promises. Journal of Learn<strong>in</strong>g <strong>Disabilities</strong>, 31, 6–26. Lewis, R. B. (2000). Mus<strong>in</strong>gs on technology <strong>and</strong> learn<strong>in</strong>g disabilities on the occasion of the new millennium. Journal of Special <strong>Education</strong> Technology, 15(2), 5–15. Microsoft Corporation. (2002). Microsoft Pocket PC Software 2002 [Computer Software]. Redmond, WA: Author.
Mirenda, P., Wilk, D., & Carson, P. (2000). A retrospective analysis of technology use patterns of students with autism over a five-year period. Journal of Special <strong>Education</strong> Technology, 15(3), 5–16. Myles, B. S., Ferguson, H., & Hagiwara, T. (2003). Us<strong>in</strong>g a pocket personal computer to improve homework record<strong>in</strong>g <strong>in</strong> an adolescent with Asperger Syndrome. Manuscript submitted for publication. Norris, C. A., & Soloway, E. M. (2003). The viable alternative: H<strong>and</strong>helds. School Adm<strong>in</strong>istrator, 60(4), 26–28. Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior Assessment System for Children. Circle P<strong>in</strong>es, MN: American Guidance Service, Inc. Swan, K. O., Swan, G. M., & Van Hover, S. D. (2002). A novice’s guide to h<strong>and</strong>held comput<strong>in</strong>g. Learn<strong>in</strong>g <strong>and</strong> Lead<strong>in</strong>g with Technology, 29(8), 2–27. Technology-related Assistance for Individuals with <strong>Disabilities</strong> Act, Amendment, Pub. L. No. 100– 407, & 103–218 (1994). Received: 7 August 2003 Initial Acceptance: 6 October 2003 F<strong>in</strong>al Acceptance: 15 February 2004 Pocket PC <strong>and</strong> Asperger Syndrome / 67
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