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A Picture-Based Activity Schedule Intervention to Teach Adults with Mild Intellectual Disability to Use an iPad During a Leisure Activity

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Abstract

Individuals with developmental disabilities have limited opportunities to participate in leisure activities, frequently due to lack of skills. The purpose of the current study was to teach three adults diagnosed with mild intellectual disability to use an iPad in the context of playing the video game Angry Birds. We used an adapted multiple baseline across participants research design to teach the task, which included opening the cover of the iPad, unlocking the device, opening Angry Birds, playing the game, and putting the iPad away. Instruction took place during breaks in a private room at a sheltered workshop. During intervention, participants had access to an activity schedule to aid in completion of the task. In some cases, extra prompts were provided to increase attention to the activity schedule. All three participants showed improvement in the target skill with intervention and gains were sustained during the maintenance phase.

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Authors and Affiliations

  1. Department of Special and Early Education, Northern Illinois University, Gabel 159, De Kalb, IL, 60115, USA

    Jeffrey Michael Chan

  2. Helping Hand Center, Countryside, IL, USA

    Lindsay Lambdin & Kimberly Graham

  3. Department of Special Education, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, TX, USA

    Christina Fragale

  4. Department of Educational Psychology, Baylor University, Waco, TX, USA

    Tonya Davis

Authors
  1. Jeffrey Michael Chan
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  2. Lindsay Lambdin
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  3. Kimberly Graham
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  4. Christina Fragale
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  5. Tonya Davis
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Correspondence to Jeffrey Michael Chan.

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Chan, J.M., Lambdin, L., Graham, K. et al. A Picture-Based Activity Schedule Intervention to Teach Adults with Mild Intellectual Disability to Use an iPad During a Leisure Activity. J Behav Educ 23, 247–257 (2014). https://doi.org/10.1007/s10864-014-9194-8

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  • DOI: https://doi.org/10.1007/s10864-014-9194-8

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