Five secondary students with intellectual disability (ID) participated in a withdrawal design (A-B-A-B) study evaluating the effectiveness of a self-created electronic photographic activity schedule (ePAS). After learning to take photos of various activities using an iPod touch® or iPad®, students learned to use the First Then Visual Schedule application to self-manage task directives. The dependent variables included the percentage of tasks independently and correctly completed and the percentage of steps correctly completed when programming the device. Generalization data were collected in a different setting with different tasks and then using a second device. This study replicated Duttlinger, Ayres, Bevill-Davis, and Douglas (2013), which examined using a paper-based PAS. All five students learned to create and use their own ePAS within 7–12 instructional sessions and generalized their skills to a different setting and device. This research supports teaching students self-management skills that not only increase their independence in completing tasks but also decrease their reliance on others to provide self-management supports.
Get full access to this article
View all access options for this article.
References
1.
AndersonM. D.ShermanJ. A.SheldonJ. B.McAdamD. (1997). Picture activity schedules and engagement of adults with mental retardation in a group home. Research in Developmental Disabilities, 18, 231–250.
2.
BambaraL. M.AgerC. (1992). Using self-scheduling to promote self-directed leisure activity in home and community settings. Journal of the Association for Persons with Severe Handicaps, 17, 67–76.
3.
Beirne-SmithM.IttenbachR. F.KimS. H. (2006). Mental retardation: An introduction to intellectual disability (7th ed.). Columbus, OH: Merrill.
4.
BetzA.HigbeeT. S.ReagonK. A. (2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior Analysis, 41, 237–241.
5.
BevillA. R.GastD. L.MaguireA. M.VailC. O. (2001). Increasing engagement of preschoolers with disabilities through correspondence training and picture cues. Journal of Early Intervention, 24, 129–145.
6.
BillingsleyF. F.WhiteO. R.MunsonR. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229–241.
7.
BryanL. C.GastD. 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, 553–563.
8.
CarsonK. D.GastD. L.AyresK. M. (2008). Effects of a photo activity schedule book on independent task changes by students with intellectual disabilities in community and school job sites. European Journal of Special Needs Education, 23, 269–279.
9.
CihakD. H. (2011). Comparing pictorial and video modeling activity schedules during transition for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433–441.
10.
CollinsB. C. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, MD: Brookes.
11.
CopelandS. R.HughesC. (2000). Acquisition of a picture prompt strategy to increase independent performance. Education and Training in Mental Retardation and Developmental Disabilities, 35, 294–305.
12.
DuttlingerC.AyresK. M.Bevill-DavisA.DouglasK. H. (2013). The effects of a picture activity schedule to increase completion of task verbal directives for students with intellectual disabilities. Focus on Autism and Other Development Disabilities, 28, 32–43.
13.
FieldS.MartinJ.MillerR.WardM.WehmeyerM. (1998). A practical guide to teaching self-determination. Reston, VA: Council for Exceptional Children.
14.
GastD. L. (2010). Single subject research in behavioral sciences. New York, NY: Routledge.
15.
GilbertsG. H.AgranM.HughesM.WehmeyerM. (2001). The effects of peer-delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. Journal of the Association for Persons with Severe Handicaps, 26, 25–36.
16.
HallL. J.McClannahanL. E.KrantzP. J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedules and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 208–217.
17.
KagoharaD. M.van der MeerL.RamdossS.O'ReillyM. F.LancioniG. E.DavisT. N.… SigafoosJ. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34, 147–156.
18.
KapadiaS.FantuzzoJ. W. (1988). Training children with developmental disabilities and severe behavior problems to use self-management procedures to sustain attention to preacademic/academic tasks. Education and Training in Mental Retardation, 23, 59–69.
19.
KoyamaT.WangH. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32, 2235–2242.
20.
LagomarcinoT. R.RuschF. R. (1989). Utilizing self-management procedures to teach independent performance. Education and Training in Mental Retardation, 24, 297–305.
21.
LancioniG. E.O'ReillyM. F. (2001). Self-management of instruction cues for occupation: Review of studies with people with severe and profound intellectual disabilities. Research in Developmental Disabilities, 22, 41–65.
22.
MechlingL. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete tasks: A literature review. Education and Training in Developmental Disabilities, 42, 252–269.
23.
MitchellR. J.SchusterJ. W.CollinsB. C.GassawayL. J. (2000). Teaching vocational skills with a faded auditory prompting system. Education and Training in Mental Retardation and Developmental Disabilities, 35, 415–427.
24.
MorrisonR. S.SainatoD. M.BenchaabanD.EndoS. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25, 58–72.
25.
SpriggsA. D.GastD. L.AyresK. M. (2007). Using picture activity schedule books to increase on-schedule and on-task behavior. Education and Training in Developmental Disabilities, 42, 209–223.
26.
TawneyJ. W.GastD. L. (1984). Single subject research in special education. Columbus, OH: Merrill.
27.
WackerD. P.BergW. K.BerrieP.SwattaP. (1985). Generalization and maintenance of complex skills by severely handicapped adolescents following picture prompt training. Journal of Applied Behavior Analysis, 18, 329–336.
28.
WehmeyerM. L. (1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities? In SandsD. J.WehmeyerM. L. (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 15–34). Baltimore, MD: Brookes.
29.
WehmeyerM. L.GragoudasS.ShogrenK. (2006). Self-determination, student involvement, and leadership development. In WehmanP. (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities (4th ed.; pp. 41–70). Baltimore, MD: Brookes.
