MA Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, Sydney J.
ASD, electronic visual schedule, independence, independent task completion, independent transitioning
Youth with autism spectrum disorders; Life skills
Special Education and Teaching
Adolescents with developmental disabilities are often unable to navigate single daily tasks without depending on verbal prompts. The purpose of this study was to measure the effectiveness of electronic visual schedules on task completion and independent transitioning from one task to another. Four high school students diagnosed with autism spectrum disorders participated. A single subject multiple baseline design was used for the study. During the baseline, students followed a paper based daily schedule. Independence in task completion and transitioning were measured. During the intervention, an application, First Then Visual Schedule High Definition, on an iPod was provided for each student. Individualized tasks were programmed into each device's app and adjusted for individual academic goals and unique needs at the beginning of the academic day. Participants' independence was monitored during academic lessons and during community based instructions for 20 consecutive days. Applying the principles of behavior analysis, an additional intervention condition was presented to one of the participants. The results showed that task completion and independent task transition of all participants increased when using FTVS HD app on an iPod.
Radi, Katarina, "Effectiveness of electronic visual schedules on task completion and independent transitioning of adolescents with developmental disabilities" (2017). Theses and Dissertations. 2428.