Skip to main content
SpringerLink
Log in

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

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

References

  • Alexander, J. L., Ayres, K. M., Smith, K. A., Shepley, S. B., & Mataras, T. K. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7, 1346–1357.

    Article  Google Scholar 

  • Allen, K., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010a). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33, 339–349.

    Article  Google Scholar 

  • Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., & Burke, R. V. (2010b). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25, 186–192.

    Article  Google Scholar 

  • Ayres, K. M., Mechling, L., & Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school. Psychology in the Schools, 50(3), 259–271.

    Article  Google Scholar 

  • Bennett, K. D., Gutierrez, A., & Honsberger, T. (2013). A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with autism. Research in Autism Spectrum Disorders, 7, 1273–1281.

    Article  Google Scholar 

  • Bereznak, S., Ayres, K., Mechling, L., & Alexander, J. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental & Physical Disabilities, 24, 269–285.

    Article  Google Scholar 

  • Burke, R. V., Allen, K. D., Howard, M. R., Downey, D., Matz, G. M., & Bowen, S. L. (2013). Tablet-based video modeling and prompting in the workplace for individuals with autism. Journal of Vocational Rehabilitation, 38, 1–14.

    Google Scholar 

  • Cannella-Malone, H. I., Sigafoos, J., O’Reilly, M., de la Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41, 344–356.

    Google Scholar 

  • Cihak, D. F., Kessler, K., & Alberto, P. A. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, 102–110.

    Google Scholar 

  • Cihak, D. F., Kessler, K. B., & Alberto, P. A. (2007). Generalized use of a handheld prompting system. Research in Developmental Disabilities, 28, 397–408.

    Article  PubMed  Google Scholar 

  • Cihak, D. F., & Schrader, L. (2008). Does the model matter? Comparing video self-modeling and video adult-modeling for task acquisition and maintenance of adolescents with autism spectrum disorders. Journal of Special Education Technology, 23(3), 9–20.

    Article  Google Scholar 

  • Davies, D., Stock, S., & Wehmeyer, M. (2003). A palmtop computer-based intelligent aid for individuals with intellectual disabilities to increase independent decision making. Research and Practice for Persons with Severe Disabilities, 28, 182–193.

    Article  Google Scholar 

  • Davies, D. M., Stock, S., & Wehmeyer, M. L. (2002a). Enhancing independent task performance for individuals with mental retardation through use of a handheld self-directed visual and audio prompting system. Education and Training in Mental Retardation and Developmental Disabilities, 37, 209–218.

    Google Scholar 

  • Davies, D. M., Stock, S., & Wehmeyer, M. L. (2002b). Enhancing independent time management and personal scheduling for individuals with mental retardation through use of a palmtop visual and audio prompting system. Mental Retardation, 40, 358–365.

    Article  PubMed  Google Scholar 

  • Kellems, R. O., & Morningstar, M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals, 35, 155–167.

    Article  Google Scholar 

  • Lancioni, G. E., O’Reilly, M. F., & Oliva, D. (2001). Self-operated verbal instructions for people with intellectual and visual disabilities: Using instruction cluster after task acquisition. International Journal of Disability, Development, and Education, 48, 304–312.

    Article  Google Scholar 

  • Lancioni, G. E., O’Reilly, M. F., Seedhouse, P., Furniss, F., & Cuhna, B. (2000). Promoting independent task performance by persons with severe developmental disabilities through a new computer-aided system. Behavior Modification, 24(5), 700–718.

    Article  PubMed  Google Scholar 

  • Mechling, L. C. (2011). Review of twenty-first century portable electronic devices for persons with moderate intellectual disabilities and autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 46, 479–498.

    Google Scholar 

  • Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorder, 39, 1420–1434.

    Article  Google Scholar 

  • Mechling, L. C., Gast, D. L., & Seid, N. H. (2010). Evaluation of personal digital assistant as a self-prompting device for increasing multi-step tasks completion by students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 422–439.

    Google Scholar 

  • Mechling, L. C., & Gustafson, M. (2008). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism. Journal of Special Education Technology, 23, 31–45.

    Article  Google Scholar 

  • Mechling, L. C., & Seid, N. H. (2011). Use of a hand-held personal digital assistant (PDA) to self-prompt pedestrian travel by young adults with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities. National Disability Authority: Centre for Excellence in Universal Design (2014). http://universaldesign.ie/What-is-Universal-Design/The-7-Principles/ Retrieved October, 2016.

  • Riffel, L. A., Wehmeyer, M. L., Turnbull, A. P., Lattimore, J., Davies, D., Stock, S., … Fisher, S. (2005). Promoting independent performance of transition-related tasks using a palmtop pc-based self-directed visual and auditory prompting system. Journal of Special Education Technology, 20(2), 5–14.

    Article  Google Scholar 

  • Sanford, C., Newman, L., Wagner, M., Cameto, R., Knokey, A. M., & Shaver, D. (2011). The post-high school outcomes of young adults with disabilities up to 6 Years after high school. Key findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011–3004). Menlo Park, CA: SRI International. Retrieved from http://www.nlts2.org/reports/.

  • Sigafoos, J., O’Reilly, M., Cannella, H., Edrisinha, C., de la Cruz, B., Upadhyaya, M., et al. (2007). Evaluation of a video prompting and fading procedure for teaching dish washing skills to adults with developmental disabilities. Journal of Behavioral Education, 16, 93–109. https://doi.org/10.1007/s10864-006-9004-z.

    Article  Google Scholar 

  • Smith, K. A., Ayres, K. A., Mechling, L. C., Alexander, J. L., Mataras, T. K., & Shepley, S. B. (2013). Evaluating the effects of a video prompt in a system of least prompts procedure. Career Development and Transition for Exceptional Individuals. https://doi.org/10.1177/2165143413511981.

    Google Scholar 

  • Spence-Cochran, K., & Pearl, C. (2009). A comparison of hand-held computer and staff model supports for high school students with autism and intellectual disabilities. Assistive Technology Outcomes and Benefits, Special Issue on Assistive Technology and Autism Spectrum Disorders: Research-Based Practice and Innovation in the Field, 26–42.

  • Stock, S. E., Davies, D. K., Davies, K. R., & Wehmeyer, M. L. (2006). Evaluation of an application for making palmtop computers accessible to individuals with intellectual disabilities. Journal of Intellectual and Developmental Disability, 31(1), 39–46.

    Article  PubMed  Google Scholar 

  • Taber-Doughty, T., Patton, S. E., & Brennan, S. (2008). Simultaneous and delayed video modeling: An examination of system effectiveness and student preferences. Journal of Special Education Technology, 23(1), 1–18.

    Article  Google Scholar 

  • U. S. Department of Labor, Bureau of Labor Statistics. Household data: Employment status of the civilian population by sex, age, and disability status, not seasonally adjusted. 2015. Retrieved from http://www.bls.gov/news.release/empsit.t06.htm.

  • Van Laarhoven, T., Johnson, J. W., Van Laarhoven-Myers, T., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18, 119–141.

    Article  Google Scholar 

  • Van Laarhoven, T., & Van Laarhoven-Myers, T. (2006). A comparison of three video-based instructional procedures for teaching daily living skills to persons with developmental disabilities. Education and Training in Developmental Disabilities, 41, 365–381.

    Google Scholar 

  • Van Laarhoven, T., Van Laarhoven-Myers, T., Cancio, E., & Brady, A. M. (2011). Lights, camera, action- Part I: The use of video-based supports and iPods in employment settings. APSE Connections, pp. 1–2.

  • Van Laarhoven, T., Van Laarhoven-Myers, T., & Zurita, L. M. (2007). The effectiveness of using a pocket pc as a video modeling and feedback device for individuals with developmental disabilities in vocational settings. Assistive Technology Outcomes and Benefits, 4(1), 28–45.

    Google Scholar 

  • Van Laarhoven, T., Winiarski, L., Blood, E. M., & Chan, J. M. (2012). Maintaining vocational skills of individuals with autism and developmental disabilities through video modeling. Education and Training in Autism and Developmental Disabilities, 47, 447–461.

    Google Scholar 

  • Walsh, L., Lydon, S., & Healy, O. (2014). Employment and vocational skills among individuals with autism spectrum disorder: Predictors, impact, and interventions. Review Journal of Autism and Developmental Disorders, 1(4), 266–275.

    Article  Google Scholar 

  • Wehmeyer, M. L., Palmer, S. B., Smith, S. J., Parent, W., Davies, D. K., & Stock, & Sl (2006). Technology use by people with intellectual and developmental disabilities to support employment activities: A single-subject design meta analysis. Journal of Vocational Rehabilitation, 24(2), 81–86.

    Google Scholar 

  • Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Needham, MA: Allyn and Bacon.

    Google Scholar 

Download references

Funding

This research was funded in part by a grant received from Northern Illinois University for Research and Artistry. Special thanks go to the students and staff at DeKalb High School.

Author information

Authors and Affiliations

  1. Department of Special and Early Education, Northern Illinois University, Dekalb, IL, 60115, USA

    Toni Van Laarhoven, Adam Carreon & Ashli Lagerhausen

  2. DeKalb High School, Dekalb, USA

    Wendy Bonneau

Authors
  1. Toni Van Laarhoven
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Adam Carreon
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Wendy Bonneau
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Ashli Lagerhausen
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

TVL conceived of and designed the study, obtained funding for devices and graduate support, developed instructional materials, developed data collection procedures, and drafted the manuscript. AC assisted with the design of the study, developed instructional materials, implemented research conditions, collected data, and contributed to manuscript revision. WB assisted with participant selection, task selection, design of study, and contributed to the manuscript. AL developed instructional materials, implemented research conditions, collected data, and assisted with data analysis.

Corresponding author

Correspondence to Toni Van Laarhoven.

Ethics declarations

Conflict of interest

Toni Van Laarhoven declares she has no conflict of interest. Adam Carreon declares he has no conflict of interest. Wendy Bonneau declares she has no conflict of interest, and Ashli Lagerhausen declares she has no conflict of interest.

Ethical Approval

All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all participants included in the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Van Laarhoven, T., Carreon, A., Bonneau, W. et al. Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems. J Autism Dev Disord 48, 2516–2529 (2018). https://doi.org/10.1007/s10803-018-3512-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-018-3512-2

Keywords

Search

Navigation