Using a Personal Digital Assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder.
The purpose of this study was to evaluate the use of a Personal Digital Assistant with multiple prompt levels to increase completion of novel task boxes and transitioning within and between tasks. The study used a multiple probe design across three sets of task boxes replicated with three students with a diagnosis of autism spectrum disorder. Results indicated that: task completion was higher for two of the students compared to baseline conditions using a picture-based task strip; all students were able to complete a greater number of between task transitions using the PDA; students performed within task transitions equally as well using the PDA and the task strip; and one student began to self-fade use of more intrusive prompt levels.
Mechling
Linda C
LC
Department of Early Childhood and Special Education, University of North Carolina, 601 S. College Road, Wilmington, NC 28403-5940, USA. mechlingl@uncw.edu
Savidge
Erin J
EJ
D000293:Adolescent; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D034201:Computers, Handheld; D005260:Female; D006801:Humans; D008297:Male; D009483:Neuropsychological Tests; D011597:Psychomotor Performance; D013334:Students / Q000523:psychology*