Success in post-school environments, such as the employment and community access, is increased when an individual is independent of instructor or caregiver support. Individuals with disabilities can self-instruct using various forms of assistive technology to alleviate instructor support, thus increasing their autonomy. This study used a multiple probe across behaviors design replicated across two participants to examine the effectiveness of a video activity schedule (VidAS) to increase independence in novel vocational tasks across three school settings (i.e., office, cafeteria, library). Both participants, one participant with an intellectual disability and one participant with a traumatic brain injury, were able to self-instruct using VidAS and independently complete all three tasks within each environment. Implications for teachers and practitioners working with transition-age youth with disabilities are discussed as well as limitations to the current study.
|Number of pages||16|
|Journal||Journal of Developmental and Physical Disabilities|
|State||Published - Feb 15 2019|
Bibliographical notePublisher Copyright:
© 2018, Springer Science+Business Media, LLC, part of Springer Nature.
- Intellectual disability
- Mobile technology
- Traumatic brain injury
- Video activity schedules
- Video modeling
ASJC Scopus subject areas
- Physical Therapy, Sports Therapy and Rehabilitation
- Developmental and Educational Psychology