A Problem-Solving Intervention Using iPads to Improve Transition-Related Task Performance of Students with Autism Spectrum Disorder

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  • Author(s): Yakubova, Gulnoza; Zeleke, Waganesh A.
  • Language:
    English
  • Source:
    Journal of Special Education Technology. Jun 2016 31(2):77-86.
  • Publication Date:
    2016
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      Problem Solving; Autism; Pervasive Developmental Disorders; Teaching Methods; Student Behavior; Intervention; Video Technology; Modeling (Psychology); Drills (Practice); Cues; Skill Development; High School Students; Males; Transitional Programs
    • Accession Number:
      10.1177/0162643416650023
    • ISSN:
      0162-6434
    • Abstract:
      In this study, the effectiveness of teaching problem-solving to improve transition-related task performance of three students with autism spectrum disorder (ASD) was examined using a multiple probe across students design. Target behaviors included various transition-related tasks individualized for each student based on their individual educational and transition goals. Following a multicomponent intervention utilizing point-of-view video modeling paired with practice sessions and a self-operated cue sheet, all students were able to improve their problem-solving performance. Additionally, students generalized the skills to a second untrained setting. The implications of these findings for teaching problem-solving skills to transition-age students with ASD are discussed.
    • Abstract:
      As Provided
    • Number of References:
      37
    • Publication Date:
      2016
    • Accession Number:
      EJ1119800