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Fall 2007, Vol.4, Num. 1 The Effectiveness of Using a Pocket PC as a Video Modeling and Feedback Device for Individuals with Developmental Disabilities in Vocational Settings Toni Van Laarhoven Northern Illinois University Traci Van Laarhoven-Myers Waubonsie Valley High School Leslie M. Zurita Northern Illinois University Abstract: This study evaluated the Vocational programming and support for effectiveness of using a pocket PC to teach two individuals with developmental disabilities in adolescents with mild and moderate cognitive competitive employment settings has received impairments vocational tasks in competitive, much attention in the last two decades (Lancioni, community-based settings. Participants were O’Reilly, Speedhouse, Furniss, & Cunha, 2000). taught three different tasks in their respective The goal of vocational programming is to assist work sites through video rehearsal and video individuals with performing their job-related feedback strategies. Video files were presented tasks as independently as possible so that they on a pocket PC prior to task engagement and can have the means to support themselves in following repeated errors (video feedback). order to lead productive and self-sufficient lives. Effectiveness of the video-based strategies and Fortunately, there has been a shift away from the the utility of the handheld device were evaluated assumption that individuals with developmental using a multiple probe design across tasks and disabilities will work in sheltered employment participants. Outcomes of the study indicate that settings and more attention and effort has been the introduction of the video-based procedures placed on supporting individuals in community- was associated with significant increases in based vocational settings (Davies, Stock, & independent responding and participants met Wehmeyer, 2002a). As a result, much of the criterion on all three tasks within 3-7 sessions latest research relating to vocational (M=5 sessions). Although there were large programming has focused on strategies for changes in the level of data once the video-based increasing independence in job-related tasks. materials were presented, outcomes are Because there has been a shift from sheltered to somewhat tempered by the fact that some of the community-based settings, it is increasingly baselines for each participant were slightly important to utilize self-management strategies ascending prior to the introduction of the that will promote task completion while reducing independent variable. reliance on outside staff or job coaches (Agran, 1997). Keywords: Video technology, Handheld computers, Developmental disabilities, To promote independent work-related behaviors Vocational training and to decrease reliance on staff, several researchers have investigated the effectiveness of using supports and prompts such as picture cards and/or booklets, auditory prompts delivered Assistive Technology Outcomes and Benefits / 28 Fall 2007, Vol.4, Num. 1 electronic devices, and visual and auditory were no differences between the two types of prompts delivered on handheld devices to recordings, both types of auditory prompts promote self-directed work behaviors. resulted in a significant increase in the number of independent task changes made by participants. Several researchers have investigated the use of In addition, the results generalized to other pictures to encourage self-directed task initiation settings without additional training. and completion (Cihak, Alberto, Kessler, & Taber, 2004; Copeland & Hughes, 2000; Fisher, Recently, many researchers have combined both 1984; Martin, Mithaug, & Burger, 1990; Martin, visual and auditory prompting systems (i.e., Mithaug, & Frazier, 1992; Wacker & Berg, 1983). photos and auditory cues) delivered on handheld For example, Copeland and Hughes used a two- devices to investigate their utility in promoting part picture prompt strategy to teach two high independent responding among individuals with school students with severe disabilities to developmental disabilities in vocational settings complete work-related skills (i.e., cleaning faculty (Davies, Stock, & Wehmeyer, 2002a; Lancioni, dining room tables and sweeping; cleaning O’Reilly, Seedhouse, Furniss, & Cuhna, 2000; windows and a mirror in hallways of a hotel). Riffel et al., 2005). Davies et al. conducted a pilot The picture prompt strategy involved teaching study to evaluate the effectiveness of a software participants to touch a picture to initiate a task program called the Visual Assistant (VA), which and then turn a page in a booklet to indicate task was loaded on a palm-top computer. The VA completion. Results indicated that once presented step-by-step pictures of task sequences participants acquired the picture prompt strategy, along with audio instructions on the computer to their independent task initiations (associated with prompt responses. Ten individuals with picture touching) increased; however, task intellectual impairments participated in the study completion (which was associated with page and were taught two vocational tasks that turning) increased for only one of the included a pizza box assembly task and a participants. In a similar study, Wacker and Berg software-packaging task. Participants received used a combination of demonstration, error training with the VA and were then given a correction, and praise to teach five individuals verbal overview of the tasks as well as with moderate to severe disabilities to turn pages demonstrations prior to task engagement. They in a picture booklet to put together pieces of two were then asked to perform each task twice, once different vocational assembly units (i.e., a black with the VA and once without. Results indicated valve and circuit board). Once participants improved accuracy and task independence when acquired the skills, the investigators withdrew all participants used the VA as opposed to when training components except the picture cues and they did not. Riffel et al. extended the research found that the participants generalized their on the use of the VA by teaching instructors to picture cue usage to two additional assembly use the device to assist four students with mild to tasks. moderate intellectual disabilities to perform tasks such as table setting, rolling silverware, and While picture prompts have been effective for laundry tasks. Results indicated that students prompting independent responding, others have increased the percentage of steps completed turned to technology using auditory prompting independently while also reducing prompts from devices to support individuals in employment instructors when the VA was used. In addition, settings. For example, Taber, Alberto, and participants appeared to prefer the device over Frederick (1998) used a self-operated auditory instructor assistance as they increasingly self- prompting device to teach 5 students with selected the VA to assist them in completing the moderate disabilities to independently transition task rather than requesting assistance from from completed vocational tasks to other teachers. vocational tasks. They compared single- and multiple-word recordings, and although there Assistive Technology Outcomes and Benefits / 29 Fall 2007, Vol.4, Num. 1 Similarly, Lancioni et al. (2000) conducted two individuals without disabilities, which makes their studies that also investigated the effectiveness of use socially acceptable. Although handheld using a palm-based computer system for teaching devices appear to be useful for instructing vocational tasks to individuals with severe individuals with disabilities, research to date has developmental disabilities. In the first focused primarily on the presentation of photos, experiment, the authors compared the auditory prompts, and cueing systems (vibration effectiveness of a palm-top computer that or alarms) with these devices. To our knowledge, presented line drawings (in conjunction with a there has not been any research conducted on special auditory device or vibratory mechanism the use of video-based materials presented on placed under participants’ belts) with a card handheld devices to teach skills to persons with system that was a booklet containing 25-31 disabilities. pictures of the steps required in the skill sequences. Six adults participated and were Video technology is emerging as an effective taught different sets of tasks that involved medium for teaching life skills to individuals with cleaning and food preparation. Results indicated developmental disabilities. For example, it has that participants not only had higher percentages been used to teach complex skills such as of correct responding with the computer system, purchasing items (Cihak, Alberto, Kessler, Taber- but also preferred it to the card system. Three of Doughty, & Gama, 2006), vocational tasks the participants who had acquired a high degree (Martin et al., 1992; Morgan & Salzberg, 1992), of correct responding in the first study also community skills (Alberto, Cihak, & Gama, 2005; participated in the second study. In the second Branham, Collins, Schuster, & Kleinert, 1999), study, the researchers taught the same tasks as in grocery shopping (Ayres & Langone, 2002; study one and presented all stimulus materials Mechling, 2004; Mechling & Gast, 2003), social using the computer-based system, but compared skills (Goldsworthy, Barab, & Goldsworthy, variations of how the pictures were presented 2000; Nikopoulos & Keenan, 2004; Simpson, (i.e., the stimulus materials were altered

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