Teaching travel skills is an important aspect of special education transition services to overcome barriers to community integration for young adults with intellectual and developmental disabilities (IDD). Ridesharing applications are a viable transportation option to consider to promote independence. In this study, four young adults with IDD, ages 20-22, used a ridesharing application to travel to community-based locations of their choice. We used a multiple baseline across participants design to evaluate the effects of classroom instruction and community-based instruction. The dependent variable was steps completed independently on a task analysis for a ridesharing application. Graphed data indicated an effect for two participants. The performance of two other participants showed ascending baseline trends, making it difficult to establish a functional relation. Implications and suggestions for future research related to travel skills for young adults with IDD are discussed.
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