Skip to main content
Log in

Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

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

Abstract

In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time.

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

Access this article

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

  • Alcantara, P. R. (1994). Effects of videotape instruction package on purchasing skills of children with autism. Exceptional Children, 61, 40–55.

    Google Scholar 

  • Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183–196.

    Google Scholar 

  • Ayres, K. M., & Langone, J. (2007). A comparison of video modeling perspectives for students with autism. Journal of Special Education Technology, 22(2), 15–30.

    Google Scholar 

  • Bauer, A. M., & Ulrich, M. E. (2002). “I’ve got a Palm in my pocket”: Using handheld computers in an inclusive classroom. Teaching Exceptional Children, 35(2), 18–22.

    Google Scholar 

  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.

    Google Scholar 

  • Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229–241.

    Google Scholar 

  • Bryan, L., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553–567. doi:10.1023/A:1005687310346.

    Article  PubMed  Google Scholar 

  • Butler, K. (2006). Palm handhelds touch students with autism: A Texas district uses handhelds to motivate students with Asperger’s syndrome. District Administration, 42, 19–21.

    Google Scholar 

  • Cannella-Malone, H., Sigafoos, J., O’Reilly, M., De La Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily livings 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. (2007). Generalized use of a handheld prompting system. Research in Developmental Disabilities, 28, 397–408. doi:10.1016/j.ridd.2006.05.003.

    Article  PubMed  Google Scholar 

  • Cihak, D. F., Kessler, K., & Alberto, P. (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 

  • Corbett, B. A. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4(3), 88–96.

    Google Scholar 

  • Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2002). 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. K., Stock, S. E., & Wehmeyer, M. L. (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(4), 182–193. doi:10.2511/rpsd.28.4.182.

    Article  Google Scholar 

  • Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28, 33–42. doi:10.1177/07419325070280010401.

    Article  Google Scholar 

  • Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–169. doi:10.1177/108835760001500307.

    Article  Google Scholar 

  • Ferguson, H., Smith Myles, B., & Hagiwara, T. (2005). Using a personal digital assistant to enhance the independence of an adolescent with Asperger syndrome. Education and Training in Developmental Disabilities, 40, 60–67.

    Google Scholar 

  • Furniss, F., Ward, A., Lancioni, G., Rocha, N., Cunha, B., Seedhouse, P., et al. (1999). A palmtop-based job aid for workers with severe intellectual disabilities. Technology and Disability, 10, 53–67.

    Google Scholar 

  • Gast, D. L. (Ed.). Single subject research methodology in behavioral sciences. New York: Routledge Publishers. (in press).

  • Goodson, J., Sigafoos, J., O’Reilly, M., Cannella, H., & Lancioni, G. E. (2007). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28, 458–467. doi:10.1016/j.ridd.2006.06.002.

    Article  PubMed  Google Scholar 

  • Hagiwara, T., & Myles, B. S. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82–95. doi:10.1177/108835769901400203.

    Article  Google Scholar 

  • Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2), 83–93. doi:10.1177/02711214060260020301.

    Article  Google Scholar 

  • Johnston, S., Nelson, C., Evans, J., & Palazolo, K. (2003). The use of visual supports in teaching young children with autism spectrum disorder to initiate interactions. Augmentative and Alternative Communication, 19(2), 86–103. doi:10.1080/0743461031000112016.

    Article  Google Scholar 

  • Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with autism: The effects of video modeling. Journal of Developmental and Physical Disabilities, 19, 291–303. doi:10.1007/s10882-007-9044-x.

    Article  Google Scholar 

  • Krantz, P. J., MacDuff, M. T., & McClannahan, L. E. (1993). Programming participation in family activities for children with autism: Parents’ use of photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137–138. doi:10.1901/jaba.1993.26-137.

    Article  PubMed  Google Scholar 

  • Lancioni, G. E., & O’Reilly, M. F. (2001). Self-management of instruction cues for occupation: Review of studies with people with severe and profound developmental disabilities. Research in Developmental Disabilities, 22, 41–65. doi:10.1016/S0891-4222(00)00063-9.

    Article  PubMed  Google Scholar 

  • MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97. doi:10.1901/jaba.1993.26-89.

    Article  PubMed  Google Scholar 

  • McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education & Treatment of Children, 30, 183–213. doi:10.1353/etc.2007.0029.

    Article  Google Scholar 

  • Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42, 252–269.

    Google Scholar 

  • Mechling, L. C., Gast, D. L., & Fields, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179–190. doi:10.1177/0022466907313348.

    Article  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(3), 31–46.

    Google Scholar 

  • Mechling, L. C., Gast, D. L., & Seid, N. Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities (in review).

  • Murzynski, N., & Bourret, J. C. (2007). Combining video modeling and least-to-most prompting for establishing response chains. Behavioral Interventions, 22, 147–152. doi:10.1002/bin.224.

    Article  Google Scholar 

  • Myles, B. S., Ferguson, H., & Hagiwara, T. (2007). Using a personal digital assistant to improve the recording of homework assignments by an adolescent with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 96–99. doi:10.1177/10883576070220021001.

    Article  Google Scholar 

  • One Write Company. (2006). Cyrano communicator TM. Lancaster, OH: Author.

    Google Scholar 

  • Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481. doi:10.1901/jaba.1994.27-471.

    Article  PubMed  Google Scholar 

  • Quill, K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697–714. doi:10.1023/A:1025806900162.

    Article  PubMed  Google Scholar 

  • Riffel, L. A., Wehmeyer, M. L., Turnbull, A. P., 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.

    Google Scholar 

  • Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38, 131–137. doi:10.1352/0047-6765(2000)038<0131:EOUAPC>2.0.CO;2.

    Article  PubMed  Google Scholar 

  • Schopler, E., Reichler, R., DeVillis, R. F., & Daly, K. (1988). The childhood autism rating scale. Los Angeles, CA: Western Psychological Services.

    Google Scholar 

  • Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2, 3–11. doi:10.1177/109830070000200102.

    Article  Google Scholar 

  • Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4, 165–175. doi:10.1177/10983007020040030501.

    Article  Google Scholar 

  • 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. doi:10.1007/s10864-006-9004-z.

    Article  Google Scholar 

  • Sigafoos, J., O’Reilly, M., Cannella, H., Upadhyaya, M., Edrisinha, C., Lancioni, G. E., et al. (2005). Computer-presented video prompting for teaching microwave oven use to three adults with developmental disabilities. Journal of Behavioral Education, 14, 189–201. doi:10.1007/s10864-005-6297-2.

    Article  Google Scholar 

  • Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • 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 & Developmental Disability, 31(1), 39–46. doi:10.1080/13668250500488645.

    Article  Google Scholar 

  • Taber-Doughty, T. (2005). Considering student choice when selecting instructional strategies: A comparison of three prompting systems. Research in Developmental Disabilities, 26, 411–432. doi:10.1016/j.ridd.2004.07.006.

    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.

    Google Scholar 

  • Van Laarhoven, T., & Van Laarhoven-Myers, T. (2006). 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., & Zurita, L. M. (2007). The effectivenss 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, 14(1), 28–45.

    Google Scholar 

  • Wechsler, D. (1997). Wechsler adult intelligence scale-III. San Antonio, TX: Psychological Corporation.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Linda C. Mechling.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Mechling, L.C., Gast, D.L. & Seid, N.H. Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder. J Autism Dev Disord 39, 1420–1434 (2009). https://doi.org/10.1007/s10803-009-0761-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-009-0761-0

Keywords

Navigation