Enhancing students’ ability to make informed choices is an important precursor to successful choice-making, decision-making, and goal-setting. This study used a multiple-baseline design across behaviors replicated across participants to examine the effects of computer-assisted instruction on acquisition of students’ knowledge of postschool options (i.e., employment, education, independent living). Results demonstrated a functional relationship between baseline and intervention for all four students. Implications for practice and future research are discussed.
Ayers, K.M., Langone, J., Boon, R.T., & Norman, A. ( 2006). Computer-based instruction for purchasing skills. Education and Training in Developmental Disabilities, 41, 253-263.
2.
Bambara, L.M. ( 2004). Fostering choice-making skills: We’ve come a long way but still have a long way to go. Research & Practice for Persons with Severe Disabilities, 29, 169-171.
3.
Belfiore, P.J., Browder, D.M., & Mace, C. ( 1994). Assessing choice-making and preference in adults with profound mental retardation across community and center-based settings. Journal of Behavioral Education, 4, 217-225.
4.
Bender, R.L., & Bender, W.N. ( 1996). Computer-assisted instruction for students at risk for ADHD, mild disabilities, or academic problems. Needham Heights, MA: Allyn & Bacon.
5.
Benitez, D.T., Lattimore, J., & Wehmeyer, M.L. (2005). Promoting the involvement of students with emotional and behavioral disorders in career and vocational planning and decision-making: The self-determined career development model . Behavioral Disorders, 30, 431-447.
6.
Boon, R.T., Burke, M.D., Fore, C. III, & Spencer, V.G. ( 2006). The impact of cognitive organizers and technology-based practices on student success in secondary social studies classrooms. Journal of Special Education Technology, 21(1), 5-15.
7.
Boon, R.T., Fore, C., Blankenship, T., & Chalk, J. ( 2007). Technology-based practices in social studies instruction for students with high-incidence disabilities: A review of the literature . Journal of Special Education Technology, 22(4), 41-56.
8.
Browder, D.M., Cooper, K.J., & Lim, L. ( 1998). Teaching adults with severe disabilities to express their choice of settings for leisure activities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 228-238.
9.
Brown, F., Belz, P., Corsi, L., & Wenig, B. ( 1993). Choice diversity for people with severe disabilities . Education and Training in Mental Retardation, 28, 318-326.
10.
Cameto, R. ( 2005). The transition planning process. NLTS Data Brief, 4(1). Retrieved May 22, 2008, from http://www.ncset.org/publications/viewdesc.asp?id=2130
11.
Carter, E.W., Lane, K.L., Pierson, M.R., & Glaeser, B. ( 2006). Self-determination skills and opportunities of transition-age youth with emotional disturbance and learning disabilities. Exceptional Children, 72, 333-346.
12.
Cooper, K.J., & Browder, D.M. ( 1998). Enhancing choice and participation for adults with severe disabilities in community-based instruction. Journal of the Association for Persons with Severe Handicaps, 23, 252-260.
Cross, T., Cooke, N.L., Wood, W.M., & Test, D.W. ( 1999). Comparison of the effects of MAPS and ChoiceMaker on student self-determination skills. Education and Training in Mental Retardation and Developmental Disabilities, 34, 499-510.
15.
Cumming, T.M., Higgins, K., Pierce, T., Miller, S., Boone, R., & Tandy, R. ( 2008). Social skills instruction for adolescents with emotional disabilities: A technology-based intervention. Journal of Special Education Technology, 23(1), 19-33.
16.
Elder-Hinshaw, R., Manset-Williamson, G., Nelson, J.M., & Dunn, M.W. ( 2006). Engaging older students with reading disabilities: Multimedia inquiry projects supported by reading assistive technology. Teaching Exceptional Children, 39 (1), 6-11.
17.
Faw, G.D., Davis, P.K., & Peck, C. ( 1996). Increasing self-determination: Teaching people with mental retardation to evaluate residential options. Journal of Applied Behavior Analysis, 29, 173-188.
18.
Field, S., Sarver, M.D., & Shaw, S.F. ( 2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, 339-349.
19.
Fitzgerald, G., Koury, K., & Mitchem, K. ( 2008). Research on computer-mediated instruction for students with high incidence disabilities. Journal of Educational Computing Research, 38, 201-233.
20.
Fitzgerald, G.E., & Werner, J.G. ( 1996). The use of the computer to support cognitive-behavioral interventions for students with behavioral disorders. Journal of Computing in Childhood Education, 7, 127-148.
21.
Halpern, A.S., Yovanoff, P., Doren, B., & Benz, M.R. ( 1995) Predicting participation in postsecondary education for school leavers with disabilities. Exceptional Children, 62, 151-164.
22.
Hutcherson, K., Langone, J., Ayers, K., & Clees, T. ( 2004). Computer assisted instruction to teach item selection in grocery stores: An assessment of acquisition and generalization. Journal of Special Education Technology, 19, 33-42.
23.
Lancaster, P.E., Schumaker, J.B., & Deshler, D.D. ( 2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities . Learning Disability Quarterly, 25, 277-302.
24.
Lattimore, L.P., Parsons, M.B., & Reid, D.H. ( 2003). Assessing preferred work among adults with autism beginning supported jobs: Identification of constant and alternating task preferences . Behavioral Interventions, 18, 161-177.
25.
Mechling, L.C. ( 2004). Effects of multimedia, computer-based instruction on grocery shopping fluency. Journal of Special Education Technology , 19, 23-34.
26.
Mechling, L. ( 2005). The effect of instructor-created video programs to teach students with disabilities: A literature review. Journal of Special Education Technology, 20, 25-36.
27.
Mechling, L.C., & Gast, D.L. ( 1997). Combination audio/ visual self-prompting system for teaching chained tasks to students with intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities , 32, 138-153.
28.
Mechling, L.C., Gast, D.L., & Krupa, K. ( 2007). Impact of SMART Board technology: An investigation of sight word reading and observational learning. Journal of Autism and Developmental Disorders, 37, 1869-1882.
29.
Mechling, L.C., & Ortega-Hurndon, F. (2007). Computer-based video instruction to teach young adults with moderate intellectual disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42, 24-37.
30.
National Education Association. (2004). Gains and gaps in education technology: An NEA survey of educational technologies in U.S. schools. Retrieved May 28, 2008, from http://www.nea.org/technology/images/04gainsandgaps.pdf
31.
Newman, L. ( 2005). Changes in postsecondary education participation of youth with disabilities. In M. Wagner, L. Newman, R. Cameto, & P. Levine (Eds.), Changes over time in the early postschool outcomes of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at http://www.nlts2.org/pdfs/str6_ch4_postsec.pdf
32.
Random.org. (2008). Random sequence generator. Retrieved January 18, 2009, from http://www.random.org/sequences/
33.
Riffel, L.A., Wehmeyer, M.L., Turnbull, A.P., Baltimore, J., Davies, D., Stock, S., et al. (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, 5-14.
34.
Shevin, M., & Klein, N.K. ( 1984). The importance of choice-making skills for students with severe disabilities. The Journal of the Association for the Severely Handicapped, 9, 161-168.
35.
Stock, S.E., Davies, D.K., Secor, R.R., & Wehmeyer, M.L. (2003). Self-directed career preference selection for individuals with intellectual disabilities: Using computer technology to enhance self-determination. Journal of Vocational Rehabilitation , 19, 95-103.
36.
Storey, K. ( 2005). Informed choice: The catch-22 of self-determination. Research & Practice for Persons with Severe Disabilities, 30, 232-234.
37.
Tawney, J.W., & Gast, D.L. ( 1984). Single subject research in special education. Columbus, OH: Merrill.
38.
Wagner, M. ( 2005). Changes in the engagement in school, work, and preparation for work of out-of-school youth with disabilities. In M. Wagner, L. Newman, R. Cameto, & P. Levine (Eds.), Changes over time in the early postschool outcomes of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at www.nlts2.org/pdfs/str6_ch6_engage.pdf
39.
Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. ( 2005). After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved May 3, 2008, from www.nlts2.org/reports/2005_04/nlts2_report_2005_04_complete.pdf
40.
Wagner, M., Newman, L., Cameto, R., Levine, P., & Garza, N. ( 2006). An overview of findings from Wave 2 of the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved May 3, 2008, from www.nlts2.org/reports/2006_08/nlts2_report_2006_08_complete.pdf
41.
Wehmeyer, M.L., & Palmer, S.B. ( 2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.
42.
Wehmeyer, M.L., & Schwartz, M. ( 1998). The self-determination focus of transition goals for students with mental retardation. Career Development for Exceptional Individuals, 21, 75-86.
