Self-Instruction Using Mobile Technology to Learn Functional Skills

Katie A. Smith, Sally B. Shepley, Jennifer L. Alexander, Alicia Davis, Kevin M. Ayres

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants' ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction.

Original languageEnglish
Pages (from-to)93-100
Number of pages8
JournalResearch in Autism Spectrum Disorders
StatePublished - Mar 2015

Bibliographical note

Funding Information:
The research reported here was supported by the Institute of Education Sciences , U.S. Department of Education , through Grant R324A100094 to the University of Georgia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education .

Publisher Copyright:
© 2015 Published by Elsevier Ltd.


  • Autism
  • Disorder
  • Modeling
  • Self-Instruction
  • Spectrum
  • Video

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health


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