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

Autor/inn/en	Cihak, David F.; Kessler, Kelby; Alberto, Paul A.
Titel	Use of a Handheld Prompting System to Transition Independently through Vocational Tasks for Students with Moderate and Severe Intellectual Disabilities
Quelle	In: Education and Training in Developmental Disabilities, 43 (2008) 1, S.102-110 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Severe Mental Retardation; Prompting; Moderate Mental Retardation; Vocational Education; Stimuli; Computers; Adolescents; Job Skills; Task Analysis + Suchen Sie Ihr Suchwort? Benutzerführung; Ausbildung; Berufsbildung; Anreizsystem; Digitalrechner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Produktive Fertigkeit; Aufgabenanalyse
Abstract	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. (Contains 1 table and 1 figure.) (Author).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10