Journal Article Review - “Promoting Independent Performance of Transition-Related Tasks Using a Palmtop PC-based Self-Directed Visual and Auditory Prompting System.”

The focus of this article is the use of a palmtop computer for transition age students with cognitive disabilities to increase independence on vocational and independent living tasks. The researchers for this study began with the hypothesis that using a palmtop computer with Windows CE platform with touch screen abilities and the Visual Assistant Program would 1) decrease need for external prompts from instructors, 2) increase number of steps completed in a given task without external prompts, and 3) decrease duration of time spent on each task for students with intellectual disabilities.

There are a number of student-directed learning strategies identified and used to help people with cognitive disabilities self-regulate life-skills and vocational living tasks. Among these are antecedent-cue and picture-cue strategies which both utilize audio and visual cues respectively. Audio involves recorded instructions for completing a task that the student can listen to while performing a task. Visual strategies involve a sequence of photographs or illustrations of the person performing an activity to completion. Both of these strategies promote on-task behavior and independent work performance for persons with mental retardation. These strategies also aid in reduction of reliance on others to complete a task, difficulty with remembering sequences, remembering all steps, and can assist with generalization.

This study used four participants with cognitive disabilities (mental retardation) receiving community-based vocational supports or who were enrolled in a community-based transition program in a local school district. The students were trained to perform a vocational task, such as setting a table, rolling silverware and napkins in a restaurant, and doing their own laundry. All students had been performing their jobs for several months utilizing an instructor or job coach as the primary source of direction for task completion and prompting.

The study involved two sources of technology: a palmtop computer with Windows CE platform and touch screen capabilities, as well as the Visual Assistant Program. A palmtop computer is a small handheld device much like a PDA. The Visual Assistant Program is a program which allows people with special needs to view step-by-step pictures with audio instructions for completing a task. Initially, pictures were taken of each student performing their assigned task with verbal instructions from a teacher or coach. Each student’s pictures with audio instructions were then loaded onto Visual Assistant. The program displays a picture step in the task with a play button and a next button. Play will result in audio explaining the step. The done button is pushed once the step is complete and signals the device to move to the next step.

The study first began by retrieving baseline data of the students performing their tasks without the use of the aforementioned technology. The number of prompts, total steps completed and total time to complete the task was recorded. Students were trained to use the Visual Assistant program and given a demonstration on how to perform their assigned tasks using the palmtop. Training continued until the students were able to use the device independently. Once students reached total independence (no prompts from the instructor) data was again recorded for change in number of prompts, total steps completed and time to complete each task. The study found that fewer mistakes were made when using the software and students required significantly fewer prompts. Time was not reduced because some students chose to listen to the audio instructions for different steps multiple times.

I definitely think this type of technology would work to help many students with special needs. Having worked with students in a vocational training program, this system would give students more independence and could be used in many different types of vocational fields. This also relieves instructors of repeated prompting and modeling, thus allowing instructors more time to work with students who may need more attention. This program is also very effective because it tracks the number of prompts and the time required by the student. The ability to collect data electronically allows for more accuracy in recording and more time for the instructor to focus on teaching and instruction. I also think this program could be used in a lower educational setting (elementary or middle) to help students self-regulate educational tasks.  Subjects such as writing and math operations could be programmed so students can follow detailed steps for editing publications, or adding and subtracting multi-digit factors.

Source:

Riffel, Laura. “Promoting Independent Performance of Transition-Related Tasks Using a Palmtop PC-based Self-Directed Visual and Auditory Prompting System.” Journal of Special Education Technology. 20.2 (2005): 5-14.