Four middle school students with a developmental disability participated in a multiple probe design across students and replicated across conditions study to evaluate the effectiveness of constant time delay to teach them to create a grocery list on an iPad or iPod touch. The classroom teacher collected data on the percentage of items independently added to their electronic list and generalization measures to longer lists with novel items and using a different device. In addition, she administered a pre- and posttest on reading the list of items. Students learned to create their grocery list in seven to 16 sessions while generalization data varied. Reading scores increased from 45% to 56% points. Students expressed their device preference at the end of the study.
Ahlgrim-DelzellL.BrowderD.WoodL. (2014). Effects of systematic instruction and an augmentative communication device on phonics skills acquisition for students with moderate intellectual disability who are nonverbal. Education and Training in Autism and Developmental Disabilities, 49, 517–532.
2.
AlcantaraP. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61, 40–55.
3.
AyresK. M.LangoneJ.BoonR. T.NormanA. (2006). Computer-based instruction for purchasing skills. Education and Training in Developmental Disabilities, 41, 253–263.
4.
BatesP. E.CuvoT.MinerC. A.KorabekC. A. (2001). Simulated and community based instruction involving persons with mild and moderate mental retardation. Research in Developmental Disabilities, 22, 95–115. doi:10.1016/s0891-4222(01)00060-9
5.
BillingsleyF. F.WhiteO. R.MunsonR. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229–241.
6.
BouckE. C.SatsangiR.BartlettW.WengP. (2012). Promoting independence through assistive technology: Evaluating audio recorders to support grocery shopping. Education and Training in Autism and Developmental Disabilities, 47, 462–473.
7.
ChaiZ.VailC. O.AyresK. M. (2015). Using an iPad application to promote early literacy development in young children with disabilities. The Journal of Special Education, 48, 268–278. doi:10.1177/0022466913517554
8.
CoxsonL.AndersonC. (1999). Cooking to learn: Integrated reading and writing activities. San Antonio, TX: PCI Educational Publishing.
9.
DouglasK. H.AyresK.LangoneJ. (2015). Comparing self-management strategies delivered via an iPhone to promote grocery shopping and literacy. Education and Training in Autism and Developmental Disabilities, 50, 446–465.
10.
DouglasK. H.UpholdN. M. (2014). iPad® or iPod touch®: Evaluating self-created electronic photographic activity schedules and student preferences. Journal of Special Education Technology, 29(3), 1–14. doi:10.1177/016264341402900301
11.
GastD. L.LedfordJ. R. (2014). Single case research methodology (2nd ed.). New York, NY: Routledge.
12.
GauleK.NietupskiJ.CertoN. (1985). Teaching supermarket shopping skills to moderately handicapped students. Education and Training of the Mentally Retarded, 20, 53–59.
13.
GiereS.RudrudE.McKayS. (1989). A functional approach to meal planning, preparation, and shopping skills. Australia and New Zealand Journal of Developmental Disabilities, 15, 81–97. Retrieved from http://www.tandfonline.com/toc/cjid19/20/3
14.
HaringT. G.BreenC. G.WeinerJ.KennedyC. H.BednershF. (1995). Using videotape modeling to facilitate generalized purchasing skills. Journal of Behavioral Education, 5, 29–53. doi:10.1007/bf02110213
15.
HaringT. G.KennedyC. H.AdamsM. J.Pitts-ConwayV. (1987). Teaching generalization of purchasing skills across community settings to Autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89–96. doi:10.1901/jaba.1987.20-89
16.
HsuG.TangJ.HwangW. (2014). Effects of extending the one-more-than technique with the support of a mobile purchasing assistance system. Research in Developmental Disabilities, 35, 1809–1827. doi:10.1016/j.ridd.2014.04.004
17.
JamesonJ. M.ThompsonV.ManueleG.SmithD.EganH.MooreT. (2012). Using an iTouch to teach core curriculum words and definitions: Efficacy and social validity. Journal of Special Education Technology, 27, 41–54. doi:10.1177/016264341202700304
18.
KelleyK. R.RiveraC. J.KellemsR. O. (2016). Effects of direct systematic instruction on Google glass orientation with individuals with intellectual disability. Journal of Special Education Technology, 31, 207–216. doi:10.1177/0162643416673913
19.
KnightV. F.McKissickB. R.SaundersA. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2628–2648. doi:10.1007/s10803-013-1814-y
20.
KnightV. F.SpoonerF.BrowderD. M.SmithB. R.WoodC. L. (2013). Using systematic instruction and graphic organizers to teach science concepts to students with autism spectrum disorders and intellectual disability. Focus on Autism and Other Development Disabilities, 28, 115–126.
21.
LangoneJ.ShadeJ.CleesT. J.DayT. (1999). Effects of multimedia instruction on teaching functional discrimination skills to students with moderate/severe intellectual disabilities. International Journal of Disability, Development and Education, 46, 493–513. doi:10.1080/103491299100470
22.
MechlingL. C. (2003). Effects of multimedia, computer-based instruction on grocery shopping fluency. Journal of Special Education Technology, 19, 23–34. doi:10.1177/016264340401900102
23.
MorseT. E.SchusterJ. W. (2000). Teaching elementary students with moderate intellectual disabilities how to shop for groceries. Exceptional Children, 66, 273–288. doi:10.1177/001440290006600210
24.
MorseT. E.SchusterJ. W.SandknopP. A. (1996). Grocery shopping skills for persons with moderate to profound intellectual disabilities: A review of the literature. Education and Treatment of Children, 19, 487–517.
25.
SarberR. E.HalaszM. M.MessmerM. C.BickettA. D.LutzkerJ. R. (1983). Teaching menu planning and grocery shopping to a mentally retarded mother. Mental Retardation, 21, 101–106. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/6621348
26.
SchusterJ. W.MorseT. E.AultM. J.CrawfordM. R.WoleryM. (1998). Constant time delay with chained tasks: A review of the literature. Education and Treatment of Children, 21, 74–106.
27.
SeokS.DaCostaB.YuB. M. (2015). Spelling practice intervention: A comparison of tablet PC and picture cards as spelling practice methods for students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 50, 84–94.
28.
SmithB. R.SpoonerF.WoodC. L. (2013). Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder. Research in Autism Spectrum Disorders, 7, 433–443.
29.
SpoonerF.Ahlgrim-DelzellL.Kemp-InmanA.WoodL. A. (2014). Using an iPad2® with systematic instruction to teach shared stories for elementary-aged students with autism. Research and Practices for Persons with Severe Disabilities, 39, 30–46. doi:10.1177/1540796914534631
30.
SpoonerF.Kemp-InmanA.Ahlgrim-DelzellL.WoodL.DavisL. L. (2015). Generalization of literacy skills through portable technology for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 40, 52–70. doi:10.1177/1540796915586190
31.
ThompsonJ. R.BradleyV.BuntinxW. H. E.SchalockR. L.ShogrenK. A.SnellM. E.. . . YeagerM. H. (2009). Conceptualizing supports and the support needs of people with intellectual disability. Intellectual and Developmental Disabilities, 47, 135–146.
32.
UpholdN. M.DouglasK. H.LosekeD. L. (2016). Effects of using an iPod app to manage recreation tasks. Career Development and Transition for Exceptional Individuals, 39, 88–98. doi:10.1177/2165143414548572
33.
WertsM. G.WoleryM.HolcombeA.GastD. L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5, 55–75.
34.
WestlingD. L.FoxL.CarterE. W. (2015). Teaching students with severe disabilities (5th ed.). Upper Saddle River, NJ: Pearson.
35.
WilsonP. G.CuvoA. J.DavisP. K. (1986). Training a functional skill cluster: Nutritious meal planning within a budget, grocery list writing, and shopping. Analysis and Intervention in Developmental Disabilities, 6, 179–201.
36.
WissickC. A.LloydJ. W.KinzieM. B. (1992). The effects of community training using a videodisc-based simulation. Journal of Special Education Technology, 11, 207–222.
37.
XinY. P.GrassoE.DiPipi-HoyC. M.JitendraA. (2005). The effects of purchasing skill instruction for individuals with developmental disabilities: A meta-analysis. Exceptional Children, 71, 379–400.
