Use of a Handheld Prompting System to Transition Independently Through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities

By David F. Cihak, Kelby B Kessler, P. Alberto. Education and Training in Developmental Disabilities, 2008

120 citations recorded by the source corpus.

The use of a handheld prompting system by four students with moderate to severe intellectual disabilities to independently transition between an ordered chain of tasks was examined in a community vocational setting Effectiveness of the handheld prompting system was assessed using a multiple-probe design across participants. Analysis of the data revealed that students successfully used the handheld system to increase independent transitions from task to task. Independent transitioning was maintained at a 100% level for up to nine weeks.

Subfields: Demography, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d65c24c2988f3980df3c2d8119712d93f707c17a

Citations in the corpus

• Evaluation of a Personal Digital Assistant as a Self-Prompting Device for Increasing Multi-Step Task Completion by Students with Moderate Intellectual Disabilities (2010, unknown): “The current study supports previous research reporting that students with intellectual disabilities can learn to use an electronic, portable, handheld prompting system to independently complete tasks (Cihak et al., 2008; Davies et al., 2002b, 2003; Riffel et al., 2005; Taber-Doughty et al., 2008; Va”