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Journal of Autism and Developmental Disorders

Gepubliceerd in:

24-02-2018 | Original Paper

Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems

Auteurs: Toni Van Laarhoven, Adam Carreon, Wendy Bonneau, Ashli Lagerhausen

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2018

Abstract

The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased.

vorige artikel Autism Spectrum Traits Linked with Reduced Performance on Self-Report Behavioural Measures of Cognitive Flexibility

volgende artikel I Wanna Play Too: Factors Related to Changes in Social Behavior for Children With and Without Autism Spectrum Disorder After Implementation of a Structured Outdoor Play Curriculum

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Titel: Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems
Auteurs: Toni Van Laarhoven
Adam Carreon
Wendy Bonneau
Ashli Lagerhausen
Publicatiedatum: 24-02-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 7/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3512-2

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