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Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder

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Abstract

The purpose of this study was to evaluate the use of a Personal Digital Assistant with multiple prompt levels to increase completion of novel task boxes and transitioning within and between tasks. The study used a multiple probe design across three sets of task boxes replicated with three students with a diagnosis of autism spectrum disorder. Results indicated that: task completion was higher for two of the students compared to baseline conditions using a picture-based task strip; all students were able to complete a greater number of between task transitions using the PDA; students performed within task transitions equally as well using the PDA and the task strip; and one student began to self-fade use of more intrusive prompt levels.

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Acknowledgments

Special thank you to the Friends of UNCW for purchasing the task boxes used in the study and to the teaching staff and students at Noble Middle School.

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Authors and Affiliations

  1. Department of Early Childhood and Special Education, University of North Carolina, 601 S. College Road, Wilmington, NC, 28403-5940, USA

    Linda C. Mechling & Erin J. Savidge

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  1. Linda C. Mechling
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  2. Erin J. Savidge
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Correspondence to Linda C. Mechling.

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Mechling, L.C., Savidge, E.J. Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder. J Autism Dev Disord 41, 687–704 (2011). https://doi.org/10.1007/s10803-010-1088-6

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