Kaitlin Hart

Publication Date

12-2013

Document Type

Thesis

Degree

Master of Arts in Education (MA)

MA Concentration

Special Education Autism Spectrum Disorder

Keywords

autism, intellectual disability, individualized education program (I.E.P.), IDEA, job coach, direct verbal prompt, gestural prompt, positive behavior support, learned helplessness, para-professional

Advisors

Roger Pence, Pamela A. Redmond, Jim O'Connor

Abstract

The purpose of this study was to determine the effectiveness of using checklists on an iPad device to increase on-task behavior for adult students with developmental disabilities. The researcher used a case study design model. The participants were two students; ages 17 and 20 year-olds. To protect the students' confidentiality, no real names have been used. Pseudonyms have been used for student names. The researcher performed a pre-assessment to see if the iPad would be an appropriate intervention for the two students. Two weeks of data were collected before intervention to measure on task behavior and frequency of direct verbal prompting used. For each trial, students were assessed on their ability to perform job duties up to 60 minutes at a community job site. Ben averaged five minutes of on task behavior with up to four direct verbal prompts delivered. Tim averaged 14 minutes of on task behavior with up to four direct verbal prompts delivered. Four weeks of data were collected after intervention to measure the effectiveness of the iPad to lower prompting and increase on task behavior. With support of the iPad checklist, Ben increased his average on-task time to 25 minutes and 1.4 direct verbal prompts delivered. Tim increased his average on-task time to 3 7 minutes with 1.4 direct verbal prompt delivered. The results showed a significant increase with student on-task behavior at the work site.

Additional Files
Hart, Kaitlin Poster.pdf (361 kB)
Poster
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