Use of a Handheld Prompting System to Transition Independently Through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities

Abstract

The use of a handheld prompting system by four students with moderate to severe intellectual disabilities to independently transition between an ordered chain of tasks was examined in a community vocational setting Effectiveness of the handheld prompting system was assessed using a multiple-probe design across participants. Analysis of the data revealed that students successfully used the handheld system to increase independent transitions from task to task. Independent transitioning was maintained at a 100% level for up to nine weeks.