The use of mobile devices has become a major medium of leisure engagement for the general population. However, individuals with intellectual disabilities (ID) experience disparities in technology access, which may limit their engagement in mobile device-based leisure. Little research has examined procedures for teaching individuals with ID to…

Background: Self-operated auditory prompting systems deliver auditory prompts through technology to support users with task completion and behaviour management. A meta-analysis of single-subject research was conducted, assessing the quality of studies and examining the use of this intervention for individuals with intellectual disability. Method:…

Traumatic Brain Injury outcomes vary by individual due to age at the onset of injury, the location of the injury, and the degree to which the deficits appear to be pronounced, among other factors. As an acquired injury to the brain, the neurophysiological consequences are not homogenous; they are as varied as the individuals who experience them.…

This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced.…

Attaining proficiency with daily living skills is necessary for increasing the independent functioning of adolescents and adults with disabilities. Research demonstrates the positive effects of teaching individuals with disabilities to use various technologies to independently self-prompt their daily living tasks. A literature search of technology…

Four students with moderate intellectual disabilities used electronic lists delivered on an iPhone to assist them in skills related to community-based grocery shopping. An alternating treatments design was used to assist in comparing the effectiveness and efficiency of three different types of lists (Text Only, Audio + Text, and Picture + Text).…

Even when enrolled in general education classes, students with complex communication challenges may remain socially isolated from their classmates when receiving one-to-one paraprofessional support. We evaluated the efficacy and social validity of an intervention package incorporating paraprofessional facilitation, peer initiation, and increased…

Learning to perform self-care skills can pose a major challenge for children with Autism Spectrum Disorder (ASD) as well as the parents and caregivers who support them. The computerized device described in this paper has been used by children with ASD and their carers to autonomously assist with self-care activities. The device uses computer…

This study examined the effects of an intervention consisting of automated prompting and self-monitoring on the level of independent homework task completion for an elementary-age student with attention deficit hyperactivity disorder (ADHD). Instituting a single subject, within series ABAB design, the results showed a consistent increase and…

This study examined the effects of self-monitoring on the on-task behavior of three fifth and sixth grade boys with autism and other disabilities. While completing math assignments independently, the students wore an electronic device called a MotivAider[R] that vibrated at pre-set time schedules prompting the students to self-record whether or…

The purpose of this study was to evaluate whether the use of a personal digital assistant (PDA), with picture, auditory, and video prompts, would serve as a portable self-prompting device to facilitate independent task performance by high school age students with moderate intellectual disabilities. A multiple probe design was used across three…