The ability to learn routes though a virtual environment (VE) and to make a novel shortcut between two locations was assessed in 18 adults with intellectual disability and 18 adults without intellectual disability matched on chronological age. Participants explored two routes (A [double big arrow] B and A [double big arrow] C) until they reached a…

Transportation access is a major contributor to independence, productivity, and societal inclusion for individuals with intellectual and development disabilities (IDD). This study examined the effects of pedestrian navigation training using picture prompts displayed through a video iPod on travel route completion with 4 adults and IDD. Results…

We examined the utility of a PDA-based software system with integrated GPS technology for providing location-aware visual and auditory prompts to enable people with intellectual disability to successfully navigate a downtown bus route. Participants using the system were significantly more successful at completing a bus route than were people in a…

Persons with profound visual impairments and other disabilities, such as neuromotor and intellectual disabilities, may encounter serious orientation and mobility problems even in familiar indoor environments, such as their homes. Teaching these persons to develop maps of their daily environment, using miniature replicas of the areas or some…

Twenty-seven adults with mild to severe mental retardation were randomly assigned to one of three treatment groups: classroom instruction, community instruction, and facility-grounds instruction. Treatment procedures used with all three treatment groups resulted in significant improvement though procedures used with the facility-grounds group…

Reported were the results of a contract that involved identification, description, and categorization of the nature of transportation problems for the mentally retarded by means of analysis of existing studies, two surveys, and an inventory of specialized programs and systems operating in the United States. One major problem was found to be…

Five elementary-aged special needs students were taught to walk from the entrance of their school to classroom using prompt fading sequence and fading of teacher presence and verbal directions. Results showed both rapid skill acquisition contingent upon the specific training each S received and maintenance of behavior. (Author/CL)

Eighteen mentally retarded adults were taught pedestrian skills using either classroom or community training procedures. Community training procedures resulted in significant improvement from pretest to posttest; however no significant change was seen in the classroom group. (Author/MC)

Procedures were evaluated for teaching four institutionalized adult males with profound retardation necessary skills to increase their individual freedom of movement. Following baseline, a travel training program with a backward chaining format was implemented to teach each person to walk independently from his living area to school. (Author)

A classroom program to teach public transportation usage (bus-riding skills) to five retarded persons (18-24 years old) was evaluated. (Author/BD)

Walking behavior was established in a 20-month-old Down's Syndrome girl by a parent trained in behavior analysis. During a series of 7-minute sessions, the child was given edible reinforcement for taking unsupported steps between two chairs which were gradually moved from 18 to 70 inches apart. In three final generalization sessions, the chairs…