A Problem-Solving Intervention Using iPads to Improve Transition-Related Task Performance of Students With Autism Spectrum Disorder

In this study, the effectiveness of teaching problem-solving to improve transition-related task performance of three students with autism spectrum disorder (ASD) was examined using a multiple probe across students design. Target behaviors included various transition-related tasks individualized for...

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Bibliographic Details
Published in:Journal of special education technology 2016-06, Vol.31 (2), p.77-86
Main Authors: Yakubova, Gulnoza, Zeleke, Waganesh A.
Format: Article
Language:English
Subjects:
Autism
Cues
Drills (Practice)
High School Students
Intervention
Males
Modeling (Psychology)
Pervasive Developmental Disorders
Problem Solving
Skill Development
Student Behavior
Teaching Methods
Transitional Programs
Video Technology
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Summary:In this study, the effectiveness of teaching problem-solving to improve transition-related task performance of three students with autism spectrum disorder (ASD) was examined using a multiple probe across students design. Target behaviors included various transition-related tasks individualized for each student based on their individual educational and transition goals. Following a multicomponent intervention utilizing point-of-view video modeling paired with practice sessions and a self-operated cue sheet, all students were able to improve their problem-solving performance. Additionally, students generalized the skills to a second untrained setting. The implications of these findings for teaching problem-solving skills to transition-age students with ASD are discussed.
ISSN:0162-6434
2381-3121
DOI:10.1177/0162643416650023