Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

• Published in: Journal of autism and developmental disorders Vol. 39; no. 10; pp. 1420 - 1434
• Main Authors: Mechling, Linda C., Gast, David L., Seid, Nicole H.
• Format: Journal Article
• Language: English
• Published: Boston Springer US 01.10.2009; Springer; Springer Nature B.V
• Subjects: Adolescent; Assistants; Assistive Technology; Autism; Autistic spectrum disorders; Behavioral Science and Psychology; Biological and medical sciences; Child; Child and School Psychology; Child Development Disorders, Pervasive - psychology; Computers, Handheld; Cooking; Cooking Instruction; Educational Technology; Grade 6; Handheld computers; Handheld Devices; Humans; Male; Medical sciences; Modeling (Psychology); Moderate Intellectual Disability; Neurosciences; Original Paper; Pediatrics; Pervasive Developmental Disorders; Prompting; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Public Health; Reminder Systems; Special education. Orthophony; Students; Students with Disabilities; Task performance; Teaching Methods; Treatments; Videotapes; PDA; Autism spectrum disorder; Self-prompting; Human; Personal digital assistant; Treatment efficiency; Independence; Male; Developmental disorder; Student; Case study; Autism; Pervasive developmental disorder; Treatment; Adolescent; Special education
• ISSN: 0162-3257; 1573-3432
• DOI: 10.1007/s10803-009-0761-0

In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time.