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Abstract

This study replicated previous findings that established a five-level, least-to-most prompting system in conjunction with total task presentation as a successful method for teaching students with moderate cognitive disabilities to gain assistance when lost in the community. The present investigation extended previous findings for those students who were unable to identify when they were lost or were unable to independently dial a cell phone to call for assistance. A multiple probe design across students was used to illustrate the effects of intervention on acquisition of cell phone use. The results indicated that all students successfully learned to either answer a ringing cell phone and provide the caller with detailed information about their physical location or use the speed dial function of a cell phone to call for assistance when lost in school and community settings. Limitations and suggestions for future investigations are provided.

Keywords

Safety skill instruction community-based instruction cell phones least to most prompting

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Obtaining Assistance When Lost in the Community Using Cell Phones

Abstract

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References