A withdrawal design study evaluated the effectiveness of using constant time delay to teach six adults with a developmental disability to program and use an iPod touch® as an electronic photographic activity schedule (ePAS). The ePAS, created with the First Then Visual Schedule app, consisted of photographs of different exercises to complete during their workout time at the recreation facility on their community college campus. Dependent variables included the percent of correct steps programming the device and the percent of exercises completed correctly. All participants learned to program their iPod touch® within six sessions and maintained the skill during the second intervention condition. For generalization, participants programmed self-selected exercises into the device and performed each exercise.
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.
2.
BatesP. E.CuvoT.MinerC. A.KorbeckC. A. (2001). Simulated and community-based instruction involving persons with mild and moderate mental retardation. Research in Developmental Disabilities, 22, 95–115.
3.
BillingsleyF. F.WhiteO. R.MunsonR. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229–241.
4.
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.
5.
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.
6.
CihakD. F. (2011). Comparing pictorial and video modeling activity schedules during transition for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433–441.
7.
CihakD. F.KesslerK.AlbertoP. A. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, 102–110.
8.
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.
9.
CopelandS. R.HughesC. (2002). Effects of goal setting on task performance of persons with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 37, 40–54.
10.
DavisK.ZhangG.HodsonP. (2011). Promoting health-related fitness for elementary students with intellectual disabilities through a specifically designed activity program. Journal of Policy and Practice in Intellectual Disabilities, 8, 77–84.
11.
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.
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.
Fragala-PinkhamM. A.HaleyS. M.RabinJ.KharaschV. S. (2005). A fitness program for children with disabilities. Physical Therapy, 85, 1182–1200.
14.
FreyG. C.StanishH.TempleV. A. (2008). Physical activity of youth with intellectual disability: Review and research agenda. Adapted Physical Activity Quarterly, 25, 95–117.
15.
GastD. L. (2010). Single subject research methodology in behavioral sciences. New York, NY: Routledge.
16.
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.
17.
Gordon-LarsenP.NelsonM. C.PopkinB. M. (2004). Longitudinal physical activity and sedentary behavior trends: Adolescence to adulthood. American Journal of Preventive Medicine, 27, 277–283.
18.
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 Development Disabilities, 30, 208–217.
19.
HalleJ. W.Gabler-HalleD.ChungY. B. (1999). Effects of a peer-mediated aerobic conditioning program on fitness levels of youth with mental retardation: Two systematic replications. Mental Retardation, 37, 435–448.
20.
IrvineA. B.SingerG. H.EricksonA. M.StahlbergD. (1992). A coordinated program to transfer self-management skills from school to home. Education and Training in Mental Retardation, 28, 241–254.
21.
JohnsonR. R.MiltenbergerR. G. (1996). The direct and generalized effects of self-instructions and picture prompts on vocational task performance. Behavioral Interventions, 11, 19–34.
22.
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.
23.
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.
24.
KozubF. M. (2003). Explaining physical activity in individuals with mental retardation: An exploratory study. Education and Training in Developmental Disabilities, 38, 302–313.
25.
LagomarcinoT. R.RuschF. R. (1989). Utilizing self-management procedures to teach independent performance. Education and Training in Mental Retardation, 24, 297–305.
26.
MartinJ. E.Elias-BurgerS.MithaugD. E. (1987). Acquisition and maintenance of time-based task change sequence. Education and Training in Mental Retardation, 22, 250–255.
27.
PierceK. L.SchreibmanL. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481.
28.
SinghN. N.OswaldD. P.EllisC. R.SinghS. D. (1995). Community-based instruction for independent meal preparation by adults with profound mental retardation. Journal of Behavioral Education, 5, 77–91.
29.
SpriggsA. D.GastD. L.AyresK. M. (2007). Using picture activity schedule books to increase on-schedule and on-task behavior. Education and Training in Development Disabilities, 42, 209–223.
30.
StanishH. I.TempleV. A. (2012). Efficacy of a peer-guided exercise programme for adolescents with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 25, 319–328.
31.
SteedS. E.LutzkerJ. R. (1997). Using picture prompts to teach an adult with developmental disabilities to independently complete vocational tasks. Journal of Developmental and Physical Disabilities, 9, 117–133.
32.
TawneyJ. W.GastD. L. (1984). Single subject research in special education. Columbus, OH: Charles E. Merrill.
33.
U.S. Department of Health and Human Services. (2008). Physical activity guidelines for Americans. Washington, DC: Author.
34.
VashdiE.HutzlerY.RothD. (2008). Compliance of children with moderate to severe intellectual disability to treadmill walking: A pilot study. Journal of Intellectual Disability Research, 52, 371–379.
35.
WoodW. M.FowlerC. H.UpholdN.TestD. W. (2005). A review of self-determination interventions with individuals with severe disabilities. Research and Practice for Persons With Severe Disabilities, 30, 121–146.
36.
YilmazI.ErgunN.HeperF.KnoukmanF.ZorbaE. (2003). Effects of an aquatic exercise and swimming program on the body composition and under working capacity of mentally retarded children. Research Quarterly for Exercise and Sport, 74(Suppl.), 82–83.
